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Indiana StudySync Pacing & Correlation Guide
2
Bring literature to life with Indiana StudySync – a rigorous, student-centered curriculum that amplifies student voices and connects learning to students’ lives outside the classroom.
Bring Literature to Life
Indiana StudySync is a new curriculum designed to help students and teachers meet the challenges of the latest Indiana Academic Standards for English Language Arts and Reading.
Interchangeable print and digital resources work with any teaching style and adapt with you as your classroom changes. The innovative Teacher’s Edition cuts down time spent planning and grading so teachers can focus on inspiring achievement in their classrooms.
Multimedia resources, like StudySyncTV, and platform tools, like peer review and StudySync Blasts, integrate seamlessly with instruction to offer an English Language Arts and Reading experience that truly readies students for college, career, and citizenship in the digital age.
Embedded scaffolds and differentiation ensure that all students, from Beginning English Language Learners to the most advanced Beyond grade-level readers, achieve their potential.
Indiana StudySync is a living curriculum with an ever-growing Library of resources. The program is built to grow with you and your students so that it is always relevant, always engaging.
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001-054_SS_TX_T_UG_PWT_469559.indd 3 18/05/18 2:03 PM
We have provided a sample of 1 unit per grade for grades 6, 7, and 8. This pacing guide shows the Indiana academic standards at point of use.
Pacing Guides provide a 45-day plan with day-to-day guidance for implementing each Core ELA Unit. They outline when and how to incorporate instruction from the Instructional Path, Extended Writing Project, Research Project, and Full-text Study. An additional Pacing Guide column helps teachers draw connections between the Full-text Study and the shorter text selections in the Instructional Path.
Pacing Guides also offer ideas for substituting lessons, revisiting difficult concepts, creating multidisciplinary strands of instruction, and designing independent reading programs. These guides show teachers how to bring StudySync’s wealth of resources together to create dynamic, engaging learning environments for their students.
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001-054_SS_TX_T_UG_PWT_469559.indd 3 18/05/18 2:03 PM
INDIANA PACING GUIDE SAMPLER
TABLE OF CONTENTSGrade 6 ....................................................................................pg. 5
Grade 7 .................................................................................. pg. 14
Grade 8 ................................................................................. pg. 22
4
5
Grade 6 Pacing and Correlation
Guide Sampler
6 139
Page 2 Pacing Guide | Grade 6, Unit 1mheonline.com/studysync
1 UNIT PREVIEW
BLAST Turning Points
SPEAKING & LISTENING HANDBOOK
“Research Using Various Media” Section
RESEARCH PROJECT PART I
Break students into small groups and assign each group a topic to research (see list of topics under Research tab) and begin research (in class and/or online).
INTRODUCTION
Turning Points
2 FIRST READ Hatchet
SPEAKING & LISTENING HANDBOOK
“Collaborative Discussions” Section
RESEARCH PROJECT PART I CONT.
Students should continue to research.
BLAST Turning Points
3 SKILL
Point of View RESEARCH PROJECT
PART II
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
FIRST READ “Lost Island”
CORE ELA UNIT ENGLISH LEARNER UNIT
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
Page 3 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
4 CLOSE READ Hatchet
RESEARCH PROJECT PART II
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
RE-READ 1
“Lost Island”
5 FIRST READ Guts: True Stories
Behind Hatchet and the Brian Books
RESEARCH PROJECT PART II CONT.
Students should continue working to create their presentations.
RE-READ 2
“Lost Island”
6 SKILL Central or Main
Idea
SKILL
Greek and Latin Affixes and Roots
RESEARCH PROJECT PART II CONT.
Students should continue working to create their presentations.
SKILL
Point of View
7 CLOSE READ
Guts: True Stories Behind Hatchet and the Brian Books
SPEAKING & LISTENING HANDBOOK
“Presentation Skills”
RESEARCH PROJECT PART III
Allow a couple of groups to present for the class.
SKILL Verbs and Verb
Phrases
8 FIRST READ Island of the Blue
Dolphins
RESEARCH PROJECT PART III CONT.
Allow a couple of groups to present for the class.
INTRODUCTION Hatchet
139
Page 2 Pacing Guide | Grade 6, Unit 1mheonline.com/studysync
1 UNIT PREVIEW
BLAST Turning Points
SPEAKING & LISTENING HANDBOOK
“Research Using Various Media” Section
RESEARCH PROJECT PART I
Break students into small groups and assign each group a topic to research (see list of topics under Research tab) and begin research (in class and/or online).
INTRODUCTION
Turning Points
2 FIRST READ Hatchet
SPEAKING & LISTENING HANDBOOK
“Collaborative Discussions” Section
RESEARCH PROJECT PART I CONT.
Students should continue to research.
BLAST Turning Points
3 SKILL
Point of View RESEARCH PROJECT
PART II
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
FIRST READ “Lost Island”
CORE ELA UNIT ENGLISH LEARNER UNIT
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
Page 3 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
4 CLOSE READ Hatchet
RESEARCH PROJECT PART II
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
RE-READ 1
“Lost Island”
5 FIRST READ Guts: True Stories
Behind Hatchet and the Brian Books
RESEARCH PROJECT PART II CONT.
Students should continue working to create their presentations.
RE-READ 2
“Lost Island”
6 SKILL Central or Main
Idea
SKILL
Greek and Latin Affixes and Roots
RESEARCH PROJECT PART II CONT.
Students should continue working to create their presentations.
SKILL
Point of View
7 CLOSE READ
Guts: True Stories Behind Hatchet and the Brian Books
SPEAKING & LISTENING HANDBOOK
“Presentation Skills”
RESEARCH PROJECT PART III
Allow a couple of groups to present for the class.
SKILL Verbs and Verb
Phrases
8 FIRST READ Island of the Blue
Dolphins
RESEARCH PROJECT PART III CONT.
Allow a couple of groups to present for the class.
INTRODUCTION Hatchet
139
Page 2 Pacing Guide | Grade 6, Unit 1mheonline.com/studysync
1 UNIT PREVIEW
BLAST Turning Points
SPEAKING & LISTENING HANDBOOK
“Research Using Various Media” Section
RESEARCH PROJECT PART I
Break students into small groups and assign each group a topic to research (see list of topics under Research tab) and begin research (in class and/or online).
INTRODUCTION
Turning Points
2 FIRST READ Hatchet
SPEAKING & LISTENING HANDBOOK
“Collaborative Discussions” Section
RESEARCH PROJECT PART I CONT.
Students should continue to research.
BLAST Turning Points
3 SKILL
Point of View RESEARCH PROJECT
PART II
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
FIRST READ “Lost Island”
CORE ELA UNIT ENGLISH LEARNER UNIT
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
Page 3 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
4 CLOSE READ Hatchet
RESEARCH PROJECT PART II
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
RE-READ 1
“Lost Island”
5 FIRST READ Guts: True Stories
Behind Hatchet and the Brian Books
RESEARCH PROJECT PART II CONT.
Students should continue working to create their presentations.
RE-READ 2
“Lost Island”
6 SKILL Central or Main
Idea
SKILL
Greek and Latin Affixes and Roots
RESEARCH PROJECT PART II CONT.
Students should continue working to create their presentations.
SKILL
Point of View
7 CLOSE READ
Guts: True Stories Behind Hatchet and the Brian Books
SPEAKING & LISTENING HANDBOOK
“Presentation Skills”
RESEARCH PROJECT PART III
Allow a couple of groups to present for the class.
SKILL Verbs and Verb
Phrases
8 FIRST READ Island of the Blue
Dolphins
RESEARCH PROJECT PART III CONT.
Allow a couple of groups to present for the class.
INTRODUCTION Hatchet
139
Page 2 Pacing Guide | Grade 6, Unit 1mheonline.com/studysync
1 UNIT PREVIEW
BLAST Turning Points
SPEAKING & LISTENING HANDBOOK
“Research Using Various Media” Section
RESEARCH PROJECT PART I
Break students into small groups and assign each group a topic to research (see list of topics under Research tab) and begin research (in class and/or online).
INTRODUCTION
Turning Points
2 FIRST READ Hatchet
SPEAKING & LISTENING HANDBOOK
“Collaborative Discussions” Section
RESEARCH PROJECT PART I CONT.
Students should continue to research.
BLAST Turning Points
3 SKILL
Point of View RESEARCH PROJECT
PART II
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
FIRST READ “Lost Island”
CORE ELA UNIT ENGLISH LEARNER UNIT
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
Page 3 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
4 CLOSE READ Hatchet
RESEARCH PROJECT PART II
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
RE-READ 1
“Lost Island”
5 FIRST READ Guts: True Stories
Behind Hatchet and the Brian Books
RESEARCH PROJECT PART II CONT.
Students should continue working to create their presentations.
RE-READ 2
“Lost Island”
6 SKILL Central or Main
Idea
SKILL
Greek and Latin Affixes and Roots
RESEARCH PROJECT PART II CONT.
Students should continue working to create their presentations.
SKILL
Point of View
7 CLOSE READ
Guts: True Stories Behind Hatchet and the Brian Books
SPEAKING & LISTENING HANDBOOK
“Presentation Skills”
RESEARCH PROJECT PART III
Allow a couple of groups to present for the class.
SKILL Verbs and Verb
Phrases
8 FIRST READ Island of the Blue
Dolphins
RESEARCH PROJECT PART III CONT.
Allow a couple of groups to present for the class.
INTRODUCTION Hatchet
139
Page 2 Pacing Guide | Grade 6, Unit 1mheonline.com/studysync
1 UNIT PREVIEW
BLAST Turning Points
SPEAKING & LISTENING HANDBOOK
“Research Using Various Media” Section
RESEARCH PROJECT PART I
Break students into small groups and assign each group a topic to research (see list of topics under Research tab) and begin research (in class and/or online).
INTRODUCTION
Turning Points
2 FIRST READ Hatchet
SPEAKING & LISTENING HANDBOOK
“Collaborative Discussions” Section
RESEARCH PROJECT PART I CONT.
Students should continue to research.
BLAST Turning Points
3 SKILL
Point of View RESEARCH PROJECT
PART II
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
FIRST READ “Lost Island”
CORE ELA UNIT ENGLISH LEARNER UNIT
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
Page 3 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
4 CLOSE READ Hatchet
RESEARCH PROJECT PART II
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
RE-READ 1
“Lost Island”
5 FIRST READ Guts: True Stories
Behind Hatchet and the Brian Books
RESEARCH PROJECT PART II CONT.
Students should continue working to create their presentations.
RE-READ 2
“Lost Island”
6 SKILL Central or Main
Idea
SKILL
Greek and Latin Affixes and Roots
RESEARCH PROJECT PART II CONT.
Students should continue working to create their presentations.
SKILL
Point of View
7 CLOSE READ
Guts: True Stories Behind Hatchet and the Brian Books
SPEAKING & LISTENING HANDBOOK
“Presentation Skills”
RESEARCH PROJECT PART III
Allow a couple of groups to present for the class.
SKILL Verbs and Verb
Phrases
8 FIRST READ Island of the Blue
Dolphins
RESEARCH PROJECT PART III CONT.
Allow a couple of groups to present for the class.
INTRODUCTION Hatchet
139
Page 2 Pacing Guide | Grade 6, Unit 1mheonline.com/studysync
1 UNIT PREVIEW
BLAST Turning Points
SPEAKING & LISTENING HANDBOOK
“Research Using Various Media” Section
RESEARCH PROJECT PART I
Break students into small groups and assign each group a topic to research (see list of topics under Research tab) and begin research (in class and/or online).
INTRODUCTION
Turning Points
2 FIRST READ Hatchet
SPEAKING & LISTENING HANDBOOK
“Collaborative Discussions” Section
RESEARCH PROJECT PART I CONT.
Students should continue to research.
BLAST Turning Points
3 SKILL
Point of View RESEARCH PROJECT
PART II
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
FIRST READ “Lost Island”
CORE ELA UNIT ENGLISH LEARNER UNIT
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
Page 3 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
4 CLOSE READ Hatchet
RESEARCH PROJECT PART II
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
RE-READ 1
“Lost Island”
5 FIRST READ Guts: True Stories
Behind Hatchet and the Brian Books
RESEARCH PROJECT PART II CONT.
Students should continue working to create their presentations.
RE-READ 2
“Lost Island”
6 SKILL Central or Main
Idea
SKILL
Greek and Latin Affixes and Roots
RESEARCH PROJECT PART II CONT.
Students should continue working to create their presentations.
SKILL
Point of View
7 CLOSE READ
Guts: True Stories Behind Hatchet and the Brian Books
SPEAKING & LISTENING HANDBOOK
“Presentation Skills”
RESEARCH PROJECT PART III
Allow a couple of groups to present for the class.
SKILL Verbs and Verb
Phrases
8 FIRST READ Island of the Blue
Dolphins
RESEARCH PROJECT PART III CONT.
Allow a couple of groups to present for the class.
INTRODUCTION Hatchet
139
Page 2 Pacing Guide | Grade 6, Unit 1mheonline.com/studysync
1 UNIT PREVIEW
BLAST Turning Points
SPEAKING & LISTENING HANDBOOK
“Research Using Various Media” Section
RESEARCH PROJECT PART I
Break students into small groups and assign each group a topic to research (see list of topics under Research tab) and begin research (in class and/or online).
INTRODUCTION
Turning Points
2 FIRST READ Hatchet
SPEAKING & LISTENING HANDBOOK
“Collaborative Discussions” Section
RESEARCH PROJECT PART I CONT.
Students should continue to research.
BLAST Turning Points
3 SKILL
Point of View RESEARCH PROJECT
PART II
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
FIRST READ “Lost Island”
CORE ELA UNIT ENGLISH LEARNER UNIT
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
Page 3 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
4 CLOSE READ Hatchet
RESEARCH PROJECT PART II
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
RE-READ 1
“Lost Island”
5 FIRST READ Guts: True Stories
Behind Hatchet and the Brian Books
RESEARCH PROJECT PART II CONT.
Students should continue working to create their presentations.
RE-READ 2
“Lost Island”
6 SKILL Central or Main
Idea
SKILL
Greek and Latin Affixes and Roots
RESEARCH PROJECT PART II CONT.
Students should continue working to create their presentations.
SKILL
Point of View
7 CLOSE READ
Guts: True Stories Behind Hatchet and the Brian Books
SPEAKING & LISTENING HANDBOOK
“Presentation Skills”
RESEARCH PROJECT PART III
Allow a couple of groups to present for the class.
SKILL Verbs and Verb
Phrases
8 FIRST READ Island of the Blue
Dolphins
RESEARCH PROJECT PART III CONT.
Allow a couple of groups to present for the class.
INTRODUCTION Hatchet
139
Page 2 Pacing Guide | Grade 6, Unit 1mheonline.com/studysync
1 UNIT PREVIEW
BLAST Turning Points
SPEAKING & LISTENING HANDBOOK
“Research Using Various Media” Section
RESEARCH PROJECT PART I
Break students into small groups and assign each group a topic to research (see list of topics under Research tab) and begin research (in class and/or online).
INTRODUCTION
Turning Points
2 FIRST READ Hatchet
SPEAKING & LISTENING HANDBOOK
“Collaborative Discussions” Section
RESEARCH PROJECT PART I CONT.
Students should continue to research.
BLAST Turning Points
3 SKILL
Point of View RESEARCH PROJECT
PART II
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
FIRST READ “Lost Island”
CORE ELA UNIT ENGLISH LEARNER UNIT
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
Page 3 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
4 CLOSE READ Hatchet
RESEARCH PROJECT PART II
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
RE-READ 1
“Lost Island”
5 FIRST READ Guts: True Stories
Behind Hatchet and the Brian Books
RESEARCH PROJECT PART II CONT.
Students should continue working to create their presentations.
RE-READ 2
“Lost Island”
6 SKILL Central or Main
Idea
SKILL
Greek and Latin Affixes and Roots
RESEARCH PROJECT PART II CONT.
Students should continue working to create their presentations.
SKILL
Point of View
7 CLOSE READ
Guts: True Stories Behind Hatchet and the Brian Books
SPEAKING & LISTENING HANDBOOK
“Presentation Skills”
RESEARCH PROJECT PART III
Allow a couple of groups to present for the class.
SKILL Verbs and Verb
Phrases
8 FIRST READ Island of the Blue
Dolphins
RESEARCH PROJECT PART III CONT.
Allow a couple of groups to present for the class.
INTRODUCTION Hatchet
6.RN.3.3, 6.W.3.1, 6.W.4, 6.SL.2.2, 6.SL.2.4, 6.SL.2.5
6.RV.1, 6.W.6.1e
6.RL.3.2
6.RL.3.2
6.W.5
6.W.5
6.W.5, 6.SL.4.1, 6.SL.4.2
6.W.5, 6.SL.4.1, 6.SL.4.2
6.W.5, 6.SL.4.1, 6.SL.4.2
6.W.5, 6.SL.4.1, 6.SL.4.2
6.SL.4.1, 6.SL.4.2
6.SL.4.1, 6.SL.4.2
6.RV.2.4, 6.RV.2.5
6.RN.2.2, 6.RV.2.4
6.RV.2.2
6.RN.2.2
7
Page 4 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
9 SKILL
Textual Evidence RESEARCH PROJECT
PART III CONT.
Allow a couple of groups to present for the class.
RE-READ 1
Hatchet
10 CLOSE READ Island of the Blue
Dolphins
BLAST
Survivors
RE-READ 2
Hatchet
11 FIRST READ Dragonwings
Hatchet
Chapter 1
COMPARE
to The Early History of the Airplane and In Guts: The True Stories Behind Hatchet and the Brian Books
LINK to Hatchet – Compare and
contrast the separation between father and son in each text – Dragonwings and Hatchet. Why are father and son separated in each text? What is the impact of this separation on the son in each story?
SKILL
Point of View
12 SKILL Connotation and
Denotation
WATCH
Point of View
13 CLOSE READ Dragonwings
Hatchet
Chapter 2 LINK
to Hatchet – Compare the perspectives of Moon Shadow and Brian. How do their ages, family situations and circumstances impact their points of view?
WATCH Hatchet
Page 5 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
14 BLAST
What Do You Mean?
FIRST READ
“The Father of Chinese Aviation”
SKILL
Verbs and Verb Phrases
15 SKILL
Textual Evidence
Hatchet
Chapter 3 LINK
to Hatchet – What emotions does Brian experience as he flies the plane and attempts to land it? Ask students to identify the different emotions he experiences and support their ideas with textual evidence.
EXTENDED ORAL PROJECT
Introduction
16 CLOSE READ
“The Father of Chinese Aviation”
Hatchet
Chapter 4 LINK
to Hatchet – In Chapter 4, Brian crashes the airplane and survives. Similarly, Feng Ru’s test flight in September 1909 also ends in a crash landing. Unlike the vivid account of Brian’s crash, the description of Feng Ru’s crash is limited. How might Feng Ru’s reaction to his crash have been similar to or different from Brian’s reaction? Students can discuss this question and/or write a short sensory-rich narrative describing how they think Feng Ru might have felt, thought or noticed as his own plane crashed.
EXTENDED ORAL PROJECT
Brainstorm
140
Page 4 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
9 SKILL
Textual Evidence RESEARCH PROJECT
PART III CONT.
Allow a couple of groups to present for the class.
RE-READ 1
Hatchet
10 CLOSE READ Island of the Blue
Dolphins
BLAST
Survivors
RE-READ 2
Hatchet
11 FIRST READ Dragonwings
Hatchet
Chapter 1
COMPARE
to The Early History of the Airplane and In Guts: The True Stories Behind Hatchet and the Brian Books
LINK to Hatchet – Compare and
contrast the separation between father and son in each text – Dragonwings and Hatchet. Why are father and son separated in each text? What is the impact of this separation on the son in each story?
SKILL
Point of View
12 SKILL Connotation and
Denotation
WATCH
Point of View
13 CLOSE READ Dragonwings
Hatchet
Chapter 2 LINK
to Hatchet – Compare the perspectives of Moon Shadow and Brian. How do their ages, family situations and circumstances impact their points of view?
WATCH Hatchet
Page 5 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
14 BLAST
What Do You Mean?
FIRST READ
“The Father of Chinese Aviation”
SKILL
Verbs and Verb Phrases
15 SKILL
Textual Evidence
Hatchet
Chapter 3 LINK
to Hatchet – What emotions does Brian experience as he flies the plane and attempts to land it? Ask students to identify the different emotions he experiences and support their ideas with textual evidence.
EXTENDED ORAL PROJECT
Introduction
16 CLOSE READ
“The Father of Chinese Aviation”
Hatchet
Chapter 4 LINK
to Hatchet – In Chapter 4, Brian crashes the airplane and survives. Similarly, Feng Ru’s test flight in September 1909 also ends in a crash landing. Unlike the vivid account of Brian’s crash, the description of Feng Ru’s crash is limited. How might Feng Ru’s reaction to his crash have been similar to or different from Brian’s reaction? Students can discuss this question and/or write a short sensory-rich narrative describing how they think Feng Ru might have felt, thought or noticed as his own plane crashed.
EXTENDED ORAL PROJECT
Brainstorm
140
Page 4 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
9 SKILL
Textual Evidence RESEARCH PROJECT
PART III CONT.
Allow a couple of groups to present for the class.
RE-READ 1
Hatchet
10 CLOSE READ Island of the Blue
Dolphins
BLAST
Survivors
RE-READ 2
Hatchet
11 FIRST READ Dragonwings
Hatchet
Chapter 1
COMPARE
to The Early History of the Airplane and In Guts: The True Stories Behind Hatchet and the Brian Books
LINK to Hatchet – Compare and
contrast the separation between father and son in each text – Dragonwings and Hatchet. Why are father and son separated in each text? What is the impact of this separation on the son in each story?
SKILL
Point of View
12 SKILL Connotation and
Denotation
WATCH
Point of View
13 CLOSE READ Dragonwings
Hatchet
Chapter 2 LINK
to Hatchet – Compare the perspectives of Moon Shadow and Brian. How do their ages, family situations and circumstances impact their points of view?
WATCH Hatchet
Page 5 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
14 BLAST
What Do You Mean?
FIRST READ
“The Father of Chinese Aviation”
SKILL
Verbs and Verb Phrases
15 SKILL
Textual Evidence
Hatchet
Chapter 3 LINK
to Hatchet – What emotions does Brian experience as he flies the plane and attempts to land it? Ask students to identify the different emotions he experiences and support their ideas with textual evidence.
EXTENDED ORAL PROJECT
Introduction
16 CLOSE READ
“The Father of Chinese Aviation”
Hatchet
Chapter 4 LINK
to Hatchet – In Chapter 4, Brian crashes the airplane and survives. Similarly, Feng Ru’s test flight in September 1909 also ends in a crash landing. Unlike the vivid account of Brian’s crash, the description of Feng Ru’s crash is limited. How might Feng Ru’s reaction to his crash have been similar to or different from Brian’s reaction? Students can discuss this question and/or write a short sensory-rich narrative describing how they think Feng Ru might have felt, thought or noticed as his own plane crashed.
EXTENDED ORAL PROJECT
Brainstorm
140
Page 4 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
9 SKILL
Textual Evidence RESEARCH PROJECT
PART III CONT.
Allow a couple of groups to present for the class.
RE-READ 1
Hatchet
10 CLOSE READ Island of the Blue
Dolphins
BLAST
Survivors
RE-READ 2
Hatchet
11 FIRST READ Dragonwings
Hatchet
Chapter 1
COMPARE
to The Early History of the Airplane and In Guts: The True Stories Behind Hatchet and the Brian Books
LINK to Hatchet – Compare and
contrast the separation between father and son in each text – Dragonwings and Hatchet. Why are father and son separated in each text? What is the impact of this separation on the son in each story?
SKILL
Point of View
12 SKILL Connotation and
Denotation
WATCH
Point of View
13 CLOSE READ Dragonwings
Hatchet
Chapter 2 LINK
to Hatchet – Compare the perspectives of Moon Shadow and Brian. How do their ages, family situations and circumstances impact their points of view?
WATCH Hatchet
Page 5 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
14 BLAST
What Do You Mean?
FIRST READ
“The Father of Chinese Aviation”
SKILL
Verbs and Verb Phrases
15 SKILL
Textual Evidence
Hatchet
Chapter 3 LINK
to Hatchet – What emotions does Brian experience as he flies the plane and attempts to land it? Ask students to identify the different emotions he experiences and support their ideas with textual evidence.
EXTENDED ORAL PROJECT
Introduction
16 CLOSE READ
“The Father of Chinese Aviation”
Hatchet
Chapter 4 LINK
to Hatchet – In Chapter 4, Brian crashes the airplane and survives. Similarly, Feng Ru’s test flight in September 1909 also ends in a crash landing. Unlike the vivid account of Brian’s crash, the description of Feng Ru’s crash is limited. How might Feng Ru’s reaction to his crash have been similar to or different from Brian’s reaction? Students can discuss this question and/or write a short sensory-rich narrative describing how they think Feng Ru might have felt, thought or noticed as his own plane crashed.
EXTENDED ORAL PROJECT
Brainstorm
140
Page 4 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
9 SKILL
Textual Evidence RESEARCH PROJECT
PART III CONT.
Allow a couple of groups to present for the class.
RE-READ 1
Hatchet
10 CLOSE READ Island of the Blue
Dolphins
BLAST
Survivors
RE-READ 2
Hatchet
11 FIRST READ Dragonwings
Hatchet
Chapter 1
COMPARE
to The Early History of the Airplane and In Guts: The True Stories Behind Hatchet and the Brian Books
LINK to Hatchet – Compare and
contrast the separation between father and son in each text – Dragonwings and Hatchet. Why are father and son separated in each text? What is the impact of this separation on the son in each story?
SKILL
Point of View
12 SKILL Connotation and
Denotation
WATCH
Point of View
13 CLOSE READ Dragonwings
Hatchet
Chapter 2 LINK
to Hatchet – Compare the perspectives of Moon Shadow and Brian. How do their ages, family situations and circumstances impact their points of view?
WATCH Hatchet
Page 5 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
14 BLAST
What Do You Mean?
FIRST READ
“The Father of Chinese Aviation”
SKILL
Verbs and Verb Phrases
15 SKILL
Textual Evidence
Hatchet
Chapter 3 LINK
to Hatchet – What emotions does Brian experience as he flies the plane and attempts to land it? Ask students to identify the different emotions he experiences and support their ideas with textual evidence.
EXTENDED ORAL PROJECT
Introduction
16 CLOSE READ
“The Father of Chinese Aviation”
Hatchet
Chapter 4 LINK
to Hatchet – In Chapter 4, Brian crashes the airplane and survives. Similarly, Feng Ru’s test flight in September 1909 also ends in a crash landing. Unlike the vivid account of Brian’s crash, the description of Feng Ru’s crash is limited. How might Feng Ru’s reaction to his crash have been similar to or different from Brian’s reaction? Students can discuss this question and/or write a short sensory-rich narrative describing how they think Feng Ru might have felt, thought or noticed as his own plane crashed.
EXTENDED ORAL PROJECT
Brainstorm
140
Page 4 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
9 SKILL
Textual Evidence RESEARCH PROJECT
PART III CONT.
Allow a couple of groups to present for the class.
RE-READ 1
Hatchet
10 CLOSE READ Island of the Blue
Dolphins
BLAST
Survivors
RE-READ 2
Hatchet
11 FIRST READ Dragonwings
Hatchet
Chapter 1
COMPARE
to The Early History of the Airplane and In Guts: The True Stories Behind Hatchet and the Brian Books
LINK to Hatchet – Compare and
contrast the separation between father and son in each text – Dragonwings and Hatchet. Why are father and son separated in each text? What is the impact of this separation on the son in each story?
SKILL
Point of View
12 SKILL Connotation and
Denotation
WATCH
Point of View
13 CLOSE READ Dragonwings
Hatchet
Chapter 2 LINK
to Hatchet – Compare the perspectives of Moon Shadow and Brian. How do their ages, family situations and circumstances impact their points of view?
WATCH Hatchet
Page 5 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
14 BLAST
What Do You Mean?
FIRST READ
“The Father of Chinese Aviation”
SKILL
Verbs and Verb Phrases
15 SKILL
Textual Evidence
Hatchet
Chapter 3 LINK
to Hatchet – What emotions does Brian experience as he flies the plane and attempts to land it? Ask students to identify the different emotions he experiences and support their ideas with textual evidence.
EXTENDED ORAL PROJECT
Introduction
16 CLOSE READ
“The Father of Chinese Aviation”
Hatchet
Chapter 4 LINK
to Hatchet – In Chapter 4, Brian crashes the airplane and survives. Similarly, Feng Ru’s test flight in September 1909 also ends in a crash landing. Unlike the vivid account of Brian’s crash, the description of Feng Ru’s crash is limited. How might Feng Ru’s reaction to his crash have been similar to or different from Brian’s reaction? Students can discuss this question and/or write a short sensory-rich narrative describing how they think Feng Ru might have felt, thought or noticed as his own plane crashed.
EXTENDED ORAL PROJECT
Brainstorm
140
6.RL.2.1
6.RV.2.3, 6.RV.3.1
6.RV.2.3
6.RN.3.3, 6.W.3.1, 6.W.4, 6.SL.2.2, 6.SL.2.4, 6.SL.2.5
6.RN.3.3, 6.W.3.1, 6.W.4, 6.SL.2.2, 6.SL.2.4, 6.SL.2.5
6.RV.2.4
6.RN.2.1
6.RN.2.1
6.RL.2.1
6.SL.4.1, 6.SL.4.2
8 141
Page 6 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
17 BLAST
Innovative Immigrants
Hatchet
Chapter 5
COMPARE
to The Lord of the Flies
LINK to Hatchet – Ask students to
brainstorm a list of qualities they believe successful immigrant inventors would need to possess. Then ask them to consider Brian’s personality and character. Has he demonstrated these same qualities or characteristics? How might they help him in his current situation? In what ways must he be inventive? How might he be considered an
“outsider” or “immigrant” in this unknown wilderness?
EXTENDED ORAL PROJECT
Create an Outline
18 FIRST READ
I Never Had It Made
Hatchet
Chapter 5
COMPARE
to “I never hear the word ‘Escape’”
LINK to Hatchet – In the excerpt
from I Never Had It Made, Jackie Robinson identifies some of the events and people who both positively and negatively impacted him. In Chapter 6, Brian remembers when he learned “the secret.” What impact does this moment and the knowledge that came with it have on Brian?
FIRST READ
“Middle School Loneliness”
19 SKILL
Informational Text Structure
Hatchet Chapter 7 LINK
to Hatchet – Ask students to discuss the impact of the flashbacks in this chapter. Why does Paulsen use flashbacks in the novel? What impact does this complex text structure have on the reader?
RE-READ 1
“Middle School Loneliness”
Page 7 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
20 SKILL
Figurative Language
Hatchet
Chapter 8 LINK
to Hatchet – Ask students to brainstorm examples of figurative language in this chapter. For example, “The first faint light hit the silver of the hatchet and it flashed a brilliant gold in the light. Like fire.” Once they’ve compiled a list of examples/quotes, ask them to label each example–metaphor, simile, idioms, personification, hyperbole, etc.
RE-READ 2
“Middle School Loneliness”
21 SKILL
Media
Hatchet
Chapter 9 LINK
to Hatchet – Put students into small groups and assign each group a type of media–drawing, video, tweet, text, song, etc. Challenge them to recreate the main events of this chapter in that medium. Then allow time for each group to share.
SKILL
Informational Text Structure
22 CLOSE READ
I Never Had It Made
Hatchet Chapter 10
COMPARE
to “The Worm”
LINK to Hatchet – Ask students
to summarize Chapter 10 in their own words making sure to include the most important events and ideas without adding their personal opinion.
Ask students to exchange papers and use the summaries to identify the central ideas in this chapter.
SKILL
Figurative Language
6.RN.3.3, 6.W.3.1, 6.W.4, 6.SL.2.2, 6.SL.2.4, 6.SL.2.5
6.W.6.1a
6.RN.3.2
6.RV.3.2, 6.RV.3.3
6.RN.4.2, 6.ML.2.1, 6.ML.2.2
6.RN.3.2, 6.RN.4.2, 6.RV.3.2, 6.RV.3.3
9
Page 8 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
23 FIRST READ
Warriors Don’t Cry
SKILL
Informational Text Structure
Hatchet
Chapter 11 LINK
to Hatchet – Like informational texts, fictional texts also have a specific organizational structure. How has Paulsen organized this text? Why has he chosen this structure? What is the impact of this structure on the reader?
SKILL
Condensing Ideas
24 CLOSE READ
Warriors Don’t Cry EXTENDED
WRITING PROJECT
Informative/Explanatory Writing
Hatchet
Chapter 10
COMPARE
to The Boy Who Harnessed the Wind and Lost in the Wild
LINK to Hatchet – In the excerpt
from Warriors Don’t Cry, Melba Beals says, “I had more hope of staying alive and keeping safe than I had since the integration began.” Similarly, Brian also begins to shift from self-pity to a more positive and hopeful mindset. What contributes to Melba and Brian’s feelings of hope in the face of challenging and dangerous situations?
EXTENDED ORAL PROJECT
Develop a Sequence
25 BLAST
How was Brown v. Board of Education a turning point?
EXTENDED WRITING PROJECT
Prewrite
Hatchet
Chapter 13 LINK
to Hatchet – Just as Brown vs. The Board of Education was a turning point in American history, Brian also experiences a turning point in Chapter 13 after the plane flies by without seeing him. Why is this a turning point in the novel? What is the initial impact on Brian? Ultimately, how does this event cause Brian to grow and develop?
EXTENDED ORAL PROJECT
Add Details
Page 9 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
26 FIRST READ
The Story of My Life SKILL
Thesis Statement
Hatchet
Chapter 14 LINK
to Hatchet – In the excerpt from The Story of My Life, Helen Keller describes her first introduction to language. She explains how she learned that objects have names. In his new environment in the wilderness, Brian is also learning constantly. How is Brian learning to survive in the wilderness? For example, he does not have anyone with him to teach him how to catch and store fish, yet he learns.
What past memories and present experiences are serving as his teachers in the wilderness?
EXTENDED ORAL PROJECT
Refine Language
27 SKILL
Connotation and Denotation
Hatchet
Chapter 15
COMPARE
to The Call of the Wild
LINK to Hatchet – Paulsen regularly
makes the stylistic choice to combine words that do not normally go together. He uses hyphens to connect these word combinations (hot-hate; sharp-pointed; pretty-banded). Ask students to search for examples of this stylistic nuance in Paulsen’s writing. Then ask them to examine their examples. What is the denotation of each word used in the hyphenated phrase? When the two words are combined with a hyphen, what is the resulting connotative meaning? Why would Paulsen use this stylistic technique?
RE-READ 1
I Never Had It Made
142
Page 8 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
23 FIRST READ
Warriors Don’t Cry
SKILL
Informational Text Structure
Hatchet
Chapter 11 LINK
to Hatchet – Like informational texts, fictional texts also have a specific organizational structure. How has Paulsen organized this text? Why has he chosen this structure? What is the impact of this structure on the reader?
SKILL
Condensing Ideas
24 CLOSE READ
Warriors Don’t Cry EXTENDED
WRITING PROJECT
Informative/Explanatory Writing
Hatchet
Chapter 10
COMPARE
to The Boy Who Harnessed the Wind and Lost in the Wild
LINK to Hatchet – In the excerpt
from Warriors Don’t Cry, Melba Beals says, “I had more hope of staying alive and keeping safe than I had since the integration began.” Similarly, Brian also begins to shift from self-pity to a more positive and hopeful mindset. What contributes to Melba and Brian’s feelings of hope in the face of challenging and dangerous situations?
EXTENDED ORAL PROJECT
Develop a Sequence
25 BLAST
How was Brown v. Board of Education a turning point?
EXTENDED WRITING PROJECT
Prewrite
Hatchet
Chapter 13 LINK
to Hatchet – Just as Brown vs. The Board of Education was a turning point in American history, Brian also experiences a turning point in Chapter 13 after the plane flies by without seeing him. Why is this a turning point in the novel? What is the initial impact on Brian? Ultimately, how does this event cause Brian to grow and develop?
EXTENDED ORAL PROJECT
Add Details
Page 9 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
26 FIRST READ
The Story of My Life SKILL
Thesis Statement
Hatchet
Chapter 14 LINK
to Hatchet – In the excerpt from The Story of My Life, Helen Keller describes her first introduction to language. She explains how she learned that objects have names. In his new environment in the wilderness, Brian is also learning constantly. How is Brian learning to survive in the wilderness? For example, he does not have anyone with him to teach him how to catch and store fish, yet he learns.
What past memories and present experiences are serving as his teachers in the wilderness?
EXTENDED ORAL PROJECT
Refine Language
27 SKILL
Connotation and Denotation
Hatchet
Chapter 15
COMPARE
to The Call of the Wild
LINK to Hatchet – Paulsen regularly
makes the stylistic choice to combine words that do not normally go together. He uses hyphens to connect these word combinations (hot-hate; sharp-pointed; pretty-banded). Ask students to search for examples of this stylistic nuance in Paulsen’s writing. Then ask them to examine their examples. What is the denotation of each word used in the hyphenated phrase? When the two words are combined with a hyphen, what is the resulting connotative meaning? Why would Paulsen use this stylistic technique?
RE-READ 1
I Never Had It Made
142
6.RV.2.5
6.RN.3.2
6.RN.3.2
6.RN.3.3, 6.W.3.1, 6.W.4, 6.SL.2.2, 6.SL.2.4, 6.SL.2.5
6.RN.2.1
6.RV.2.3, 6.RV.3.2
6.W.1, 6.W.3.1, 6.W.3.2
6.W.1, 6.W.4
6.W.3.2
10 143
Page 10 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
28 CLOSE READ
The Story of My Life
BLAST
Audience and Purpose
Hatchet
Chapter 16
COMPARE
to Thirty-Seven Days of Peril and Beyond Katrina
LINK to Hatchet – Writers often use words with connotations when they write about emotional moments. How does Paulsen use language in Chapter 16 to help the reader better understand Brian’s response to the moose attack, the tornado, and the resulting destruction of his shelter? Which words does Paulsen use to enhance these moments and infuse them with a deeper level of meaning and emotion?
RE-READ 2
I Never Had It Made
29 FIRST READ
“Eleven” SKILL
Organize Informative Writing
SKILL
Informational Text Structure
30 SKILL
Story Structure SKILL
Supporting Details
Hatchet
Chapter 17
COMPARE
to Brian’s Returnand South
LINK to Hatchet – Ask students to watch the Sync Skills concept definition video on “story structure.” Once they’ve watched the video, ask groups to discuss the story structure Paulsen uses in Hatchet. How is the story organized? What is the trigger in the story? Do they think the climactic moment has taken place yet? Why or why not?
SKILL
Figurative Language
Page 11 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
31 SKILL: Figurative Language
EXTENDED WRITING
PROJECT
Plan
Hatchet
Chapter 18 LINK to Hatchet – Ask students to watch the Sync Skills concept definition video on “figurative language.” Paulsen uses figurative language (metaphor, similes, personification, etc.) to add a deeper level of meaning to the text and help the reader picture what is happening to Brian. Encourage students to find an example of figurative language in Chapter 18 and discuss the impact of this figurative language on the reader.
SKILL
Condensing Ideas
32 CLOSE READ
“Eleven”
BLAST
Blog It!
Hatchet
Chapter 19
COMPARE
to “A Cry in the Wild”
LINK to Hatchet – The denouement is the final outcome of a story. Ask students to discuss the ending to Cisneros’ short story
“Eleven.” What is the outcome of the story? What questions are left unanswered? Once students have discussed the ending of “Eleven,” ask them to discuss the final outcome for Hatchet. What is the outcome of the story? What questions are left unanswered?
EXTENDED ORAL PROJECT
Give Feedback
33 FIRST READ
The Pigman SKILL
Introductions EXTENDED ORAL
PROJECT
Practice with Notecards
143
Page 10 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
28 CLOSE READ
The Story of My Life
BLAST
Audience and Purpose
Hatchet
Chapter 16
COMPARE
to Thirty-Seven Days of Peril and Beyond Katrina
LINK to Hatchet – Writers often use words with connotations when they write about emotional moments. How does Paulsen use language in Chapter 16 to help the reader better understand Brian’s response to the moose attack, the tornado, and the resulting destruction of his shelter? Which words does Paulsen use to enhance these moments and infuse them with a deeper level of meaning and emotion?
RE-READ 2
I Never Had It Made
29 FIRST READ
“Eleven” SKILL
Organize Informative Writing
SKILL
Informational Text Structure
30 SKILL
Story Structure SKILL
Supporting Details
Hatchet
Chapter 17
COMPARE
to Brian’s Returnand South
LINK to Hatchet – Ask students to watch the Sync Skills concept definition video on “story structure.” Once they’ve watched the video, ask groups to discuss the story structure Paulsen uses in Hatchet. How is the story organized? What is the trigger in the story? Do they think the climactic moment has taken place yet? Why or why not?
SKILL
Figurative Language
Page 11 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
31 SKILL: Figurative Language
EXTENDED WRITING
PROJECT
Plan
Hatchet
Chapter 18 LINK to Hatchet – Ask students to watch the Sync Skills concept definition video on “figurative language.” Paulsen uses figurative language (metaphor, similes, personification, etc.) to add a deeper level of meaning to the text and help the reader picture what is happening to Brian. Encourage students to find an example of figurative language in Chapter 18 and discuss the impact of this figurative language on the reader.
SKILL
Condensing Ideas
32 CLOSE READ
“Eleven”
BLAST
Blog It!
Hatchet
Chapter 19
COMPARE
to “A Cry in the Wild”
LINK to Hatchet – The denouement is the final outcome of a story. Ask students to discuss the ending to Cisneros’ short story
“Eleven.” What is the outcome of the story? What questions are left unanswered? Once students have discussed the ending of “Eleven,” ask them to discuss the final outcome for Hatchet. What is the outcome of the story? What questions are left unanswered?
EXTENDED ORAL PROJECT
Give Feedback
33 FIRST READ
The Pigman SKILL
Introductions EXTENDED ORAL
PROJECT
Practice with Notecards
143
Page 10 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
28 CLOSE READ
The Story of My Life
BLAST
Audience and Purpose
Hatchet
Chapter 16
COMPARE
to Thirty-Seven Days of Peril and Beyond Katrina
LINK to Hatchet – Writers often use words with connotations when they write about emotional moments. How does Paulsen use language in Chapter 16 to help the reader better understand Brian’s response to the moose attack, the tornado, and the resulting destruction of his shelter? Which words does Paulsen use to enhance these moments and infuse them with a deeper level of meaning and emotion?
RE-READ 2
I Never Had It Made
29 FIRST READ
“Eleven” SKILL
Organize Informative Writing
SKILL
Informational Text Structure
30 SKILL
Story Structure SKILL
Supporting Details
Hatchet
Chapter 17
COMPARE
to Brian’s Returnand South
LINK to Hatchet – Ask students to watch the Sync Skills concept definition video on “story structure.” Once they’ve watched the video, ask groups to discuss the story structure Paulsen uses in Hatchet. How is the story organized? What is the trigger in the story? Do they think the climactic moment has taken place yet? Why or why not?
SKILL
Figurative Language
Page 11 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
31 SKILL: Figurative Language
EXTENDED WRITING
PROJECT
Plan
Hatchet
Chapter 18 LINK to Hatchet – Ask students to watch the Sync Skills concept definition video on “figurative language.” Paulsen uses figurative language (metaphor, similes, personification, etc.) to add a deeper level of meaning to the text and help the reader picture what is happening to Brian. Encourage students to find an example of figurative language in Chapter 18 and discuss the impact of this figurative language on the reader.
SKILL
Condensing Ideas
32 CLOSE READ
“Eleven”
BLAST
Blog It!
Hatchet
Chapter 19
COMPARE
to “A Cry in the Wild”
LINK to Hatchet – The denouement is the final outcome of a story. Ask students to discuss the ending to Cisneros’ short story
“Eleven.” What is the outcome of the story? What questions are left unanswered? Once students have discussed the ending of “Eleven,” ask them to discuss the final outcome for Hatchet. What is the outcome of the story? What questions are left unanswered?
EXTENDED ORAL PROJECT
Give Feedback
33 FIRST READ
The Pigman SKILL
Introductions EXTENDED ORAL
PROJECT
Practice with Notecards
6.RV.2.3, 6.RV.3.2
6.RL.3.1
6.RV.3.1, 6.RV.3.3
6.RN.3.3, 6.W.3.1, 6.W.4, 6.SL.2.2, 6.SL.2.4, 6.SL.2.5
6.W.6.1e
6.RL.3.1
6.W.3.2
6.W.3.2
6.W.1, 6.W.3.2, 6.W.4
6.W.3.2
11
Page 12 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
34 SKILL
Point of View SKILL
Body Paragraphs and Transitions
EXTENDED ORAL PROJECT
Practice without Notecards
35 CLOSE READ
The Pigman SKILL
Conclusions INTRODUCTION
The Story of My Life
36 BLAST
How can a friendship change a person’s life?
EXTENDED WRITING PROJECT
Draft
RE-READ 1
The Story of My Life
37 FIRST READ
“The Road Not Taken”
RE-READ 2
The Story of My Life
38 SKILL
Poetic Structure BLAST
Style
SKILL
Connotation and Denotation
39 SKILL
Poetic Elements EXTENDED
WRITING PROJECT
Revise
WATCH
The Story of My Life
40 SKILL
Media SKILL
Organize Informative Writing
41 CLOSE READ
“The Road Not Taken”
SKILL
Sources and Citations
EXTENDED ORAL PROJECT
Present
Page 15 Pacing Guide | Grade 6, Unit 1mheonline.com/studysync
Guts: The True Stories Behind Hatchet and the Brian Books. Two other texts excerpted in the unit echo Brian’s persistence and guts. The Boy Who Harnessed the Wind
is the story of author William Kamkwamba who, as a boy in Malawi, built a windmill out of spare parts to provide electricity for his drought-stricken village. Thirty-seven
Days of Peril by Truman Everts is the true story of the author’s survival in the wilderness of the Yellowstone area in the autumn of 1870. It is available as an e-book or retold in a trade paperback, Lost in the Yellowstone: Truman Everts’s “Thirty-seven Days of Peril.”
Going beyond the Hatchet Full-text Unit, students will find a wealth of literature connected to Hatchet by theme, topic, character, and author. The first sequel to Hatchet, Brian’s Winter, supposes that Brian was not rescued before winter set in and faces an even tougher test of survival. Gary Paulsen by Jill C. Wheeler, is a short, accessible biography of the author. Three adventure novels, all modern classics, in which a young protagonist must learn survival skills by choice or necessity, include My Side of the Mountain and Julie of the Wolves, by Jean Craighead George, and Island of the Blue Dolphins by Scott O’Dell. Finally, Jack London’s cautionary tale of a man and a dog in the Yukon, “To Build a Fire,” available in many collections, shows how lucky Brian Robeson was to master his skills of survival.
Difficult ConceptsIn 6th grade students must “analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas” (RI.6.5). However, determining the structure of a text is a difficult skill for students to master. Teachers can help students to identify how the parts of a text contribute to the overall structure by modeling the process of analyzing the various elements of the text using the Informational Text Structure Skill Lesson for I Never
Had It Made. Taking time to analyze this text closely with students will help them to be more successful when they complete the second Informational Text Structure Skill Lesson for Warriors Don’t Cry. If students need more practice beyond the two Informational Text Structure Skill Lessons in this unit, teachers can do a close read of another text in the unit and discuss the text structure and how it contributes to the development of central ideas.
Differentiating the connotation and denotation of a word or a phrase in a text can also be a challenging skill for students to master. The 6th grade Language Standards state that students should “distinguish among the connotations (associations) of words with similar denotations (definitions)” (L.6.5c). Teachers can help students to better understand the difference between denotations and connotations by highlighting key words or phrases in each text for students to think about and discuss. Once students complete the Connotation and Denotation Skill Lesson for Dragonwings and have had an introduction to connotation and denotation, teachers can pull a line from each subsequent text for students to consider. For example, a teacher can ask students to read the following line from “The Father of Chinese Aviation” and consider the feelings, thoughts and associations they make when hearing specific words. “ ‘The big bi-plane, with its four starting wheels tucked beneath it like the talons of a bird, sailed slowly in an elliptical course around the crest of the hill nearly back to the starting point,’ reported the Oakland Enquirer.” Students might discuss the impact of using the word “talons” to describe the wheels or the use of the word “sailed” instead of “flew.” It’s important to give students repeated practice distinguishing the difference between connotation and denotation to examine how word choice impacts meaning. Pulling small excerpts from each text can help
students develop this skill.
Read Aloud SelectionIn her autobiography, The Story of My Life, Helen Keller, both blind and deaf, provides a firsthand account of the day that Annie Sullivan, an important teacher, comes into her life. Through the expressive reading of Keller’s own words--the vivid details and figurative language--readers can recognize and experience Keller’s transformation from a world of darkness into one of light. By reading the autobiography aloud, students have an opportunity to practice using expression, intonation, phrasing, punctuation, and pacing to understand Keller’s remarkable journey toward knowledge.
144
Page 12 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
34 SKILL
Point of View SKILL
Body Paragraphs and Transitions
EXTENDED ORAL PROJECT
Practice without Notecards
35 CLOSE READ
The Pigman SKILL
Conclusions INTRODUCTION
The Story of My Life
36 BLAST
How can a friendship change a person’s life?
EXTENDED WRITING PROJECT
Draft
RE-READ 1
The Story of My Life
37 FIRST READ
“The Road Not Taken”
RE-READ 2
The Story of My Life
38 SKILL
Poetic Structure BLAST
Style
SKILL
Connotation and Denotation
39 SKILL
Poetic Elements EXTENDED
WRITING PROJECT
Revise
WATCH
The Story of My Life
40 SKILL
Media SKILL
Organize Informative Writing
41 CLOSE READ
“The Road Not Taken”
SKILL
Sources and Citations
EXTENDED ORAL PROJECT
Present
Page 15 Pacing Guide | Grade 6, Unit 1mheonline.com/studysync
Guts: The True Stories Behind Hatchet and the Brian Books. Two other texts excerpted in the unit echo Brian’s persistence and guts. The Boy Who Harnessed the Wind
is the story of author William Kamkwamba who, as a boy in Malawi, built a windmill out of spare parts to provide electricity for his drought-stricken village. Thirty-seven
Days of Peril by Truman Everts is the true story of the author’s survival in the wilderness of the Yellowstone area in the autumn of 1870. It is available as an e-book or retold in a trade paperback, Lost in the Yellowstone: Truman Everts’s “Thirty-seven Days of Peril.”
Going beyond the Hatchet Full-text Unit, students will find a wealth of literature connected to Hatchet by theme, topic, character, and author. The first sequel to Hatchet, Brian’s Winter, supposes that Brian was not rescued before winter set in and faces an even tougher test of survival. Gary Paulsen by Jill C. Wheeler, is a short, accessible biography of the author. Three adventure novels, all modern classics, in which a young protagonist must learn survival skills by choice or necessity, include My Side of the Mountain and Julie of the Wolves, by Jean Craighead George, and Island of the Blue Dolphins by Scott O’Dell. Finally, Jack London’s cautionary tale of a man and a dog in the Yukon, “To Build a Fire,” available in many collections, shows how lucky Brian Robeson was to master his skills of survival.
Difficult ConceptsIn 6th grade students must “analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas” (RI.6.5). However, determining the structure of a text is a difficult skill for students to master. Teachers can help students to identify how the parts of a text contribute to the overall structure by modeling the process of analyzing the various elements of the text using the Informational Text Structure Skill Lesson for I Never
Had It Made. Taking time to analyze this text closely with students will help them to be more successful when they complete the second Informational Text Structure Skill Lesson for Warriors Don’t Cry. If students need more practice beyond the two Informational Text Structure Skill Lessons in this unit, teachers can do a close read of another text in the unit and discuss the text structure and how it contributes to the development of central ideas.
Differentiating the connotation and denotation of a word or a phrase in a text can also be a challenging skill for students to master. The 6th grade Language Standards state that students should “distinguish among the connotations (associations) of words with similar denotations (definitions)” (L.6.5c). Teachers can help students to better understand the difference between denotations and connotations by highlighting key words or phrases in each text for students to think about and discuss. Once students complete the Connotation and Denotation Skill Lesson for Dragonwings and have had an introduction to connotation and denotation, teachers can pull a line from each subsequent text for students to consider. For example, a teacher can ask students to read the following line from “The Father of Chinese Aviation” and consider the feelings, thoughts and associations they make when hearing specific words. “ ‘The big bi-plane, with its four starting wheels tucked beneath it like the talons of a bird, sailed slowly in an elliptical course around the crest of the hill nearly back to the starting point,’ reported the Oakland Enquirer.” Students might discuss the impact of using the word “talons” to describe the wheels or the use of the word “sailed” instead of “flew.” It’s important to give students repeated practice distinguishing the difference between connotation and denotation to examine how word choice impacts meaning. Pulling small excerpts from each text can help
students develop this skill.
Read Aloud SelectionIn her autobiography, The Story of My Life, Helen Keller, both blind and deaf, provides a firsthand account of the day that Annie Sullivan, an important teacher, comes into her life. Through the expressive reading of Keller’s own words--the vivid details and figurative language--readers can recognize and experience Keller’s transformation from a world of darkness into one of light. By reading the autobiography aloud, students have an opportunity to practice using expression, intonation, phrasing, punctuation, and pacing to understand Keller’s remarkable journey toward knowledge.
144
Page 12 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
34 SKILL
Point of View SKILL
Body Paragraphs and Transitions
EXTENDED ORAL PROJECT
Practice without Notecards
35 CLOSE READ
The Pigman SKILL
Conclusions INTRODUCTION
The Story of My Life
36 BLAST
How can a friendship change a person’s life?
EXTENDED WRITING PROJECT
Draft
RE-READ 1
The Story of My Life
37 FIRST READ
“The Road Not Taken”
RE-READ 2
The Story of My Life
38 SKILL
Poetic Structure BLAST
Style
SKILL
Connotation and Denotation
39 SKILL
Poetic Elements EXTENDED
WRITING PROJECT
Revise
WATCH
The Story of My Life
40 SKILL
Media SKILL
Organize Informative Writing
41 CLOSE READ
“The Road Not Taken”
SKILL
Sources and Citations
EXTENDED ORAL PROJECT
Present
Page 15 Pacing Guide | Grade 6, Unit 1mheonline.com/studysync
Guts: The True Stories Behind Hatchet and the Brian Books. Two other texts excerpted in the unit echo Brian’s persistence and guts. The Boy Who Harnessed the Wind
is the story of author William Kamkwamba who, as a boy in Malawi, built a windmill out of spare parts to provide electricity for his drought-stricken village. Thirty-seven
Days of Peril by Truman Everts is the true story of the author’s survival in the wilderness of the Yellowstone area in the autumn of 1870. It is available as an e-book or retold in a trade paperback, Lost in the Yellowstone: Truman Everts’s “Thirty-seven Days of Peril.”
Going beyond the Hatchet Full-text Unit, students will find a wealth of literature connected to Hatchet by theme, topic, character, and author. The first sequel to Hatchet, Brian’s Winter, supposes that Brian was not rescued before winter set in and faces an even tougher test of survival. Gary Paulsen by Jill C. Wheeler, is a short, accessible biography of the author. Three adventure novels, all modern classics, in which a young protagonist must learn survival skills by choice or necessity, include My Side of the Mountain and Julie of the Wolves, by Jean Craighead George, and Island of the Blue Dolphins by Scott O’Dell. Finally, Jack London’s cautionary tale of a man and a dog in the Yukon, “To Build a Fire,” available in many collections, shows how lucky Brian Robeson was to master his skills of survival.
Difficult ConceptsIn 6th grade students must “analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas” (RI.6.5). However, determining the structure of a text is a difficult skill for students to master. Teachers can help students to identify how the parts of a text contribute to the overall structure by modeling the process of analyzing the various elements of the text using the Informational Text Structure Skill Lesson for I Never
Had It Made. Taking time to analyze this text closely with students will help them to be more successful when they complete the second Informational Text Structure Skill Lesson for Warriors Don’t Cry. If students need more practice beyond the two Informational Text Structure Skill Lessons in this unit, teachers can do a close read of another text in the unit and discuss the text structure and how it contributes to the development of central ideas.
Differentiating the connotation and denotation of a word or a phrase in a text can also be a challenging skill for students to master. The 6th grade Language Standards state that students should “distinguish among the connotations (associations) of words with similar denotations (definitions)” (L.6.5c). Teachers can help students to better understand the difference between denotations and connotations by highlighting key words or phrases in each text for students to think about and discuss. Once students complete the Connotation and Denotation Skill Lesson for Dragonwings and have had an introduction to connotation and denotation, teachers can pull a line from each subsequent text for students to consider. For example, a teacher can ask students to read the following line from “The Father of Chinese Aviation” and consider the feelings, thoughts and associations they make when hearing specific words. “ ‘The big bi-plane, with its four starting wheels tucked beneath it like the talons of a bird, sailed slowly in an elliptical course around the crest of the hill nearly back to the starting point,’ reported the Oakland Enquirer.” Students might discuss the impact of using the word “talons” to describe the wheels or the use of the word “sailed” instead of “flew.” It’s important to give students repeated practice distinguishing the difference between connotation and denotation to examine how word choice impacts meaning. Pulling small excerpts from each text can help
students develop this skill.
Read Aloud SelectionIn her autobiography, The Story of My Life, Helen Keller, both blind and deaf, provides a firsthand account of the day that Annie Sullivan, an important teacher, comes into her life. Through the expressive reading of Keller’s own words--the vivid details and figurative language--readers can recognize and experience Keller’s transformation from a world of darkness into one of light. By reading the autobiography aloud, students have an opportunity to practice using expression, intonation, phrasing, punctuation, and pacing to understand Keller’s remarkable journey toward knowledge.
144
Page 12 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
34 SKILL
Point of View SKILL
Body Paragraphs and Transitions
EXTENDED ORAL PROJECT
Practice without Notecards
35 CLOSE READ
The Pigman SKILL
Conclusions INTRODUCTION
The Story of My Life
36 BLAST
How can a friendship change a person’s life?
EXTENDED WRITING PROJECT
Draft
RE-READ 1
The Story of My Life
37 FIRST READ
“The Road Not Taken”
RE-READ 2
The Story of My Life
38 SKILL
Poetic Structure BLAST
Style
SKILL
Connotation and Denotation
39 SKILL
Poetic Elements EXTENDED
WRITING PROJECT
Revise
WATCH
The Story of My Life
40 SKILL
Media SKILL
Organize Informative Writing
41 CLOSE READ
“The Road Not Taken”
SKILL
Sources and Citations
EXTENDED ORAL PROJECT
Present
Page 15 Pacing Guide | Grade 6, Unit 1mheonline.com/studysync
Guts: The True Stories Behind Hatchet and the Brian Books. Two other texts excerpted in the unit echo Brian’s persistence and guts. The Boy Who Harnessed the Wind
is the story of author William Kamkwamba who, as a boy in Malawi, built a windmill out of spare parts to provide electricity for his drought-stricken village. Thirty-seven
Days of Peril by Truman Everts is the true story of the author’s survival in the wilderness of the Yellowstone area in the autumn of 1870. It is available as an e-book or retold in a trade paperback, Lost in the Yellowstone: Truman Everts’s “Thirty-seven Days of Peril.”
Going beyond the Hatchet Full-text Unit, students will find a wealth of literature connected to Hatchet by theme, topic, character, and author. The first sequel to Hatchet, Brian’s Winter, supposes that Brian was not rescued before winter set in and faces an even tougher test of survival. Gary Paulsen by Jill C. Wheeler, is a short, accessible biography of the author. Three adventure novels, all modern classics, in which a young protagonist must learn survival skills by choice or necessity, include My Side of the Mountain and Julie of the Wolves, by Jean Craighead George, and Island of the Blue Dolphins by Scott O’Dell. Finally, Jack London’s cautionary tale of a man and a dog in the Yukon, “To Build a Fire,” available in many collections, shows how lucky Brian Robeson was to master his skills of survival.
Difficult ConceptsIn 6th grade students must “analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas” (RI.6.5). However, determining the structure of a text is a difficult skill for students to master. Teachers can help students to identify how the parts of a text contribute to the overall structure by modeling the process of analyzing the various elements of the text using the Informational Text Structure Skill Lesson for I Never
Had It Made. Taking time to analyze this text closely with students will help them to be more successful when they complete the second Informational Text Structure Skill Lesson for Warriors Don’t Cry. If students need more practice beyond the two Informational Text Structure Skill Lessons in this unit, teachers can do a close read of another text in the unit and discuss the text structure and how it contributes to the development of central ideas.
Differentiating the connotation and denotation of a word or a phrase in a text can also be a challenging skill for students to master. The 6th grade Language Standards state that students should “distinguish among the connotations (associations) of words with similar denotations (definitions)” (L.6.5c). Teachers can help students to better understand the difference between denotations and connotations by highlighting key words or phrases in each text for students to think about and discuss. Once students complete the Connotation and Denotation Skill Lesson for Dragonwings and have had an introduction to connotation and denotation, teachers can pull a line from each subsequent text for students to consider. For example, a teacher can ask students to read the following line from “The Father of Chinese Aviation” and consider the feelings, thoughts and associations they make when hearing specific words. “ ‘The big bi-plane, with its four starting wheels tucked beneath it like the talons of a bird, sailed slowly in an elliptical course around the crest of the hill nearly back to the starting point,’ reported the Oakland Enquirer.” Students might discuss the impact of using the word “talons” to describe the wheels or the use of the word “sailed” instead of “flew.” It’s important to give students repeated practice distinguishing the difference between connotation and denotation to examine how word choice impacts meaning. Pulling small excerpts from each text can help
students develop this skill.
Read Aloud SelectionIn her autobiography, The Story of My Life, Helen Keller, both blind and deaf, provides a firsthand account of the day that Annie Sullivan, an important teacher, comes into her life. Through the expressive reading of Keller’s own words--the vivid details and figurative language--readers can recognize and experience Keller’s transformation from a world of darkness into one of light. By reading the autobiography aloud, students have an opportunity to practice using expression, intonation, phrasing, punctuation, and pacing to understand Keller’s remarkable journey toward knowledge.
144
Page 12 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
34 SKILL
Point of View SKILL
Body Paragraphs and Transitions
EXTENDED ORAL PROJECT
Practice without Notecards
35 CLOSE READ
The Pigman SKILL
Conclusions INTRODUCTION
The Story of My Life
36 BLAST
How can a friendship change a person’s life?
EXTENDED WRITING PROJECT
Draft
RE-READ 1
The Story of My Life
37 FIRST READ
“The Road Not Taken”
RE-READ 2
The Story of My Life
38 SKILL
Poetic Structure BLAST
Style
SKILL
Connotation and Denotation
39 SKILL
Poetic Elements EXTENDED
WRITING PROJECT
Revise
WATCH
The Story of My Life
40 SKILL
Media SKILL
Organize Informative Writing
41 CLOSE READ
“The Road Not Taken”
SKILL
Sources and Citations
EXTENDED ORAL PROJECT
Present
Page 15 Pacing Guide | Grade 6, Unit 1mheonline.com/studysync
Guts: The True Stories Behind Hatchet and the Brian Books. Two other texts excerpted in the unit echo Brian’s persistence and guts. The Boy Who Harnessed the Wind
is the story of author William Kamkwamba who, as a boy in Malawi, built a windmill out of spare parts to provide electricity for his drought-stricken village. Thirty-seven
Days of Peril by Truman Everts is the true story of the author’s survival in the wilderness of the Yellowstone area in the autumn of 1870. It is available as an e-book or retold in a trade paperback, Lost in the Yellowstone: Truman Everts’s “Thirty-seven Days of Peril.”
Going beyond the Hatchet Full-text Unit, students will find a wealth of literature connected to Hatchet by theme, topic, character, and author. The first sequel to Hatchet, Brian’s Winter, supposes that Brian was not rescued before winter set in and faces an even tougher test of survival. Gary Paulsen by Jill C. Wheeler, is a short, accessible biography of the author. Three adventure novels, all modern classics, in which a young protagonist must learn survival skills by choice or necessity, include My Side of the Mountain and Julie of the Wolves, by Jean Craighead George, and Island of the Blue Dolphins by Scott O’Dell. Finally, Jack London’s cautionary tale of a man and a dog in the Yukon, “To Build a Fire,” available in many collections, shows how lucky Brian Robeson was to master his skills of survival.
Difficult ConceptsIn 6th grade students must “analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas” (RI.6.5). However, determining the structure of a text is a difficult skill for students to master. Teachers can help students to identify how the parts of a text contribute to the overall structure by modeling the process of analyzing the various elements of the text using the Informational Text Structure Skill Lesson for I Never
Had It Made. Taking time to analyze this text closely with students will help them to be more successful when they complete the second Informational Text Structure Skill Lesson for Warriors Don’t Cry. If students need more practice beyond the two Informational Text Structure Skill Lessons in this unit, teachers can do a close read of another text in the unit and discuss the text structure and how it contributes to the development of central ideas.
Differentiating the connotation and denotation of a word or a phrase in a text can also be a challenging skill for students to master. The 6th grade Language Standards state that students should “distinguish among the connotations (associations) of words with similar denotations (definitions)” (L.6.5c). Teachers can help students to better understand the difference between denotations and connotations by highlighting key words or phrases in each text for students to think about and discuss. Once students complete the Connotation and Denotation Skill Lesson for Dragonwings and have had an introduction to connotation and denotation, teachers can pull a line from each subsequent text for students to consider. For example, a teacher can ask students to read the following line from “The Father of Chinese Aviation” and consider the feelings, thoughts and associations they make when hearing specific words. “ ‘The big bi-plane, with its four starting wheels tucked beneath it like the talons of a bird, sailed slowly in an elliptical course around the crest of the hill nearly back to the starting point,’ reported the Oakland Enquirer.” Students might discuss the impact of using the word “talons” to describe the wheels or the use of the word “sailed” instead of “flew.” It’s important to give students repeated practice distinguishing the difference between connotation and denotation to examine how word choice impacts meaning. Pulling small excerpts from each text can help
students develop this skill.
Read Aloud SelectionIn her autobiography, The Story of My Life, Helen Keller, both blind and deaf, provides a firsthand account of the day that Annie Sullivan, an important teacher, comes into her life. Through the expressive reading of Keller’s own words--the vivid details and figurative language--readers can recognize and experience Keller’s transformation from a world of darkness into one of light. By reading the autobiography aloud, students have an opportunity to practice using expression, intonation, phrasing, punctuation, and pacing to understand Keller’s remarkable journey toward knowledge.
144
6.W.3.1, 6.W.3.2
6.RV.1, 6.W.1, 6.W.3.1, 6.W.3.2, 6.W.4, 6.W.6.1a
6.W.3.1, 6.W.3.2
6.W.1, 6.W.3.1, 6.W.3.2, 6.W.4
6.W.5
6.RN.3.3, 6.W.3.1, 6.W.4, 6.SL.2.2, 6.SL.2.4, 6.SL.2.5
6.RV.1
6.RL.3.1
6.RV.3.1
6.RL.3.1, 6.RL.4.1, 6.RV.3.1, 6.W.3.2, 6.SL.4.1
6.RL.4.1, 6.ML.2.2
12
157
Page 10 Pacing Guide | Grade 6, Unit 3
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
42 BLAST What turning points have you experienced?
EXTENDED ORAL PROJECT Present
43 EXTENDED WRITING PROJECT
Edit/Proofread/Publish
EXTENDED ORAL PROJECT Present
44 ASSESSMENT
StudySync Grade 6 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 6 Unit 1 Assessment
45 ASSESSMENT
StudySync Grade 6 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 6 Unit 1 Assessment
Page 1 Pacing Guide | Grade 6, Unit 3mheonline.com/studysync
PURPOSE
This pacing guide will help you utilize the wealth of resources offered in each StudySync Core ELA and English Learner unit. The pacing guide weaves lessons from every segment of this Core ELA unit: the Instructional Path, Extended Writing Project, Research Project, and Full-Text Study. An additional column helps you align Core ELA unit content with lessons from its companion English Learner unit.
The pacing guide presents a suggested plan to cover all content in this unit. You may cover all of these lessons in class, or you may decide to divide the assignments between in-class work and homework. Of course, no one understands your students’ needs like you do, and one of the key benefits of StudySync is the ease with which you can adapt, alter, eliminate, or re-organize lessons to best meet the needs of your students. The Shortcuts and Additional Activities section at the end of this pacing guide contains recommendations to help in that regard.
ORGANIZATION
The pacing guide divides the unit into 45 days. Instructional days often have more than a single task. For example, all of the activities on row 1 are suggested to be covered on the first instructional day. Pacing is based on an assumption of 50-minute instructional days, but since schedules vary from school to school you may need to modify the suggested pacing to fit your unique needs.
The column labeled “Full-text Study Connections” often identifies other texts in the StudySync Library that complement the chapter in the Full-text Study students are reading on a particular day. Though these comparative texts are not considered part of the 45 days of Core ELA instruction for this unit, they are listed in the pacing guide in case you would like to include additional texts as part of this unit.
There are no activities or lessons planned for the final two days of the unit, which are dedicated to assessment.
PACING GUIDE
GRADE 6 UNIT 3: FACING CHALLENGESWhen should we stand up for others and ourselves?
Page 12 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
34 SKILL
Point of View SKILL
Body Paragraphs and Transitions
EXTENDED ORAL PROJECT
Practice without Notecards
35 CLOSE READ
The Pigman SKILL
Conclusions INTRODUCTION
The Story of My Life
36 BLAST
How can a friendship change a person’s life?
EXTENDED WRITING PROJECT
Draft
RE-READ 1
The Story of My Life
37 FIRST READ
“The Road Not Taken”
RE-READ 2
The Story of My Life
38 SKILL
Poetic Structure BLAST
Style
SKILL
Connotation and Denotation
39 SKILL
Poetic Elements EXTENDED
WRITING PROJECT
Revise
WATCH
The Story of My Life
40 SKILL
Media SKILL
Organize Informative Writing
41 CLOSE READ
“The Road Not Taken”
SKILL
Sources and Citations
EXTENDED ORAL PROJECT
Present
Page 15 Pacing Guide | Grade 6, Unit 1mheonline.com/studysync
Guts: The True Stories Behind Hatchet and the Brian Books. Two other texts excerpted in the unit echo Brian’s persistence and guts. The Boy Who Harnessed the Wind
is the story of author William Kamkwamba who, as a boy in Malawi, built a windmill out of spare parts to provide electricity for his drought-stricken village. Thirty-seven
Days of Peril by Truman Everts is the true story of the author’s survival in the wilderness of the Yellowstone area in the autumn of 1870. It is available as an e-book or retold in a trade paperback, Lost in the Yellowstone: Truman Everts’s “Thirty-seven Days of Peril.”
Going beyond the Hatchet Full-text Unit, students will find a wealth of literature connected to Hatchet by theme, topic, character, and author. The first sequel to Hatchet, Brian’s Winter, supposes that Brian was not rescued before winter set in and faces an even tougher test of survival. Gary Paulsen by Jill C. Wheeler, is a short, accessible biography of the author. Three adventure novels, all modern classics, in which a young protagonist must learn survival skills by choice or necessity, include My Side of the Mountain and Julie of the Wolves, by Jean Craighead George, and Island of the Blue Dolphins by Scott O’Dell. Finally, Jack London’s cautionary tale of a man and a dog in the Yukon, “To Build a Fire,” available in many collections, shows how lucky Brian Robeson was to master his skills of survival.
Difficult ConceptsIn 6th grade students must “analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas” (RI.6.5). However, determining the structure of a text is a difficult skill for students to master. Teachers can help students to identify how the parts of a text contribute to the overall structure by modeling the process of analyzing the various elements of the text using the Informational Text Structure Skill Lesson for I Never
Had It Made. Taking time to analyze this text closely with students will help them to be more successful when they complete the second Informational Text Structure Skill Lesson for Warriors Don’t Cry. If students need more practice beyond the two Informational Text Structure Skill Lessons in this unit, teachers can do a close read of another text in the unit and discuss the text structure and how it contributes to the development of central ideas.
Differentiating the connotation and denotation of a word or a phrase in a text can also be a challenging skill for students to master. The 6th grade Language Standards state that students should “distinguish among the connotations (associations) of words with similar denotations (definitions)” (L.6.5c). Teachers can help students to better understand the difference between denotations and connotations by highlighting key words or phrases in each text for students to think about and discuss. Once students complete the Connotation and Denotation Skill Lesson for Dragonwings and have had an introduction to connotation and denotation, teachers can pull a line from each subsequent text for students to consider. For example, a teacher can ask students to read the following line from “The Father of Chinese Aviation” and consider the feelings, thoughts and associations they make when hearing specific words. “ ‘The big bi-plane, with its four starting wheels tucked beneath it like the talons of a bird, sailed slowly in an elliptical course around the crest of the hill nearly back to the starting point,’ reported the Oakland Enquirer.” Students might discuss the impact of using the word “talons” to describe the wheels or the use of the word “sailed” instead of “flew.” It’s important to give students repeated practice distinguishing the difference between connotation and denotation to examine how word choice impacts meaning. Pulling small excerpts from each text can help
students develop this skill.
Read Aloud SelectionIn her autobiography, The Story of My Life, Helen Keller, both blind and deaf, provides a firsthand account of the day that Annie Sullivan, an important teacher, comes into her life. Through the expressive reading of Keller’s own words--the vivid details and figurative language--readers can recognize and experience Keller’s transformation from a world of darkness into one of light. By reading the autobiography aloud, students have an opportunity to practice using expression, intonation, phrasing, punctuation, and pacing to understand Keller’s remarkable journey toward knowledge.
144157
Page 10 Pacing Guide | Grade 6, Unit 3
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
42 BLAST What turning points have you experienced?
EXTENDED ORAL PROJECT Present
43 EXTENDED WRITING PROJECT
Edit/Proofread/Publish
EXTENDED ORAL PROJECT Present
44 ASSESSMENT
StudySync Grade 6 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 6 Unit 1 Assessment
45 ASSESSMENT
StudySync Grade 6 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 6 Unit 1 Assessment
Page 1 Pacing Guide | Grade 6, Unit 3mheonline.com/studysync
PURPOSE
This pacing guide will help you utilize the wealth of resources offered in each StudySync Core ELA and English Learner unit. The pacing guide weaves lessons from every segment of this Core ELA unit: the Instructional Path, Extended Writing Project, Research Project, and Full-Text Study. An additional column helps you align Core ELA unit content with lessons from its companion English Learner unit.
The pacing guide presents a suggested plan to cover all content in this unit. You may cover all of these lessons in class, or you may decide to divide the assignments between in-class work and homework. Of course, no one understands your students’ needs like you do, and one of the key benefits of StudySync is the ease with which you can adapt, alter, eliminate, or re-organize lessons to best meet the needs of your students. The Shortcuts and Additional Activities section at the end of this pacing guide contains recommendations to help in that regard.
ORGANIZATION
The pacing guide divides the unit into 45 days. Instructional days often have more than a single task. For example, all of the activities on row 1 are suggested to be covered on the first instructional day. Pacing is based on an assumption of 50-minute instructional days, but since schedules vary from school to school you may need to modify the suggested pacing to fit your unique needs.
The column labeled “Full-text Study Connections” often identifies other texts in the StudySync Library that complement the chapter in the Full-text Study students are reading on a particular day. Though these comparative texts are not considered part of the 45 days of Core ELA instruction for this unit, they are listed in the pacing guide in case you would like to include additional texts as part of this unit.
There are no activities or lessons planned for the final two days of the unit, which are dedicated to assessment.
PACING GUIDE
GRADE 6 UNIT 3: FACING CHALLENGESWhen should we stand up for others and ourselves?
157
Page 10 Pacing Guide | Grade 6, Unit 3
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
42 BLAST What turning points have you experienced?
EXTENDED ORAL PROJECT Present
43 EXTENDED WRITING PROJECT
Edit/Proofread/Publish
EXTENDED ORAL PROJECT Present
44 ASSESSMENT
StudySync Grade 6 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 6 Unit 1 Assessment
45 ASSESSMENT
StudySync Grade 6 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 6 Unit 1 Assessment
Page 1 Pacing Guide | Grade 6, Unit 3mheonline.com/studysync
PURPOSE
This pacing guide will help you utilize the wealth of resources offered in each StudySync Core ELA and English Learner unit. The pacing guide weaves lessons from every segment of this Core ELA unit: the Instructional Path, Extended Writing Project, Research Project, and Full-Text Study. An additional column helps you align Core ELA unit content with lessons from its companion English Learner unit.
The pacing guide presents a suggested plan to cover all content in this unit. You may cover all of these lessons in class, or you may decide to divide the assignments between in-class work and homework. Of course, no one understands your students’ needs like you do, and one of the key benefits of StudySync is the ease with which you can adapt, alter, eliminate, or re-organize lessons to best meet the needs of your students. The Shortcuts and Additional Activities section at the end of this pacing guide contains recommendations to help in that regard.
ORGANIZATION
The pacing guide divides the unit into 45 days. Instructional days often have more than a single task. For example, all of the activities on row 1 are suggested to be covered on the first instructional day. Pacing is based on an assumption of 50-minute instructional days, but since schedules vary from school to school you may need to modify the suggested pacing to fit your unique needs.
The column labeled “Full-text Study Connections” often identifies other texts in the StudySync Library that complement the chapter in the Full-text Study students are reading on a particular day. Though these comparative texts are not considered part of the 45 days of Core ELA instruction for this unit, they are listed in the pacing guide in case you would like to include additional texts as part of this unit.
There are no activities or lessons planned for the final two days of the unit, which are dedicated to assessment.
PACING GUIDE
GRADE 6 UNIT 3: FACING CHALLENGESWhen should we stand up for others and ourselves?
6.RN.3.3, 6.W.3.1, 6.W.4, 6.SL.2.2, 6.SL.2.4, 6.SL.2.5
6.W.1, 6.W.3.1, 6.W.3.2, 6.W.4, 6.W.5, 6.W.6.1a, 6.W.6.2c
13
Grade 7Pacing and Correlation
Guide Sampler
14 165
Pacing Guide | Grade 7, Unit 1mheonline.com/studysync
1 UNIT PREVIEW
BLAST In Pursuit
SPEAKING & LISTENING HANDBOOK
“Research Using Various Media” Section
RESEARCH PROJECT PART I
Break students into small groups and assign each group a topic to research (see list of topics under Research tab) and begin research (in class and/or online).
INTRODUCTION In Pursuit
2 FIRST READ Barrio Boy
RESEARCH PROJECT PART I CONT. Students should continue to research.
BLAST In Pursuit
3 SKILL Central or Main Idea
RESEARCH PROJECT PART I CONT.
Students should continue to research.
FIRST READ “Ready for Marcos”
4 CLOSE READ Barrio Boy
RESEARCH PROJECT PART II
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
RE-READ 1 “Ready for Marcos”
CORE ELA UNIT ENGLISH LEARNER UNIT
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
Page 3 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
5 BLAST Life Changers
RESEARCH PROJECT PART II CONT. Students should continue working to create their presentations.
RE-READ 2 “Ready for Marcos”
6 FIRST READ The Other Side of the Sky
RESEARCH PROJECT PART II CONT. Students should continue working to create their presentations.
SKILL Story Elements
7 SKILL Textual Evidence
SPEAKING & LISTENING HANDBOOK
“Presentation Skills”
Allow a couple of groups to present for the class.
SKILL Referring Words
8 CLOSE READ The Other Side of the Sky
RESEARCH PROJECT PART III CONT. Allow a couple of groups to present for the class.
INTRODUCTION The Hobbit
9 FIRST READ “The Song of Wandering Aengus”
RESEARCH PROJECT PART III CONT. Allow a couple of groups to present for the class.
RE-READ 1 The Hobbit
10 SKILL Figurative Language
RE-READ 2 The Hobbit
11 SKILL Theme
SKILL Story Elements
RESEARCH PROJECT PART III
165
Pacing Guide | Grade 7, Unit 1mheonline.com/studysync
1 UNIT PREVIEW
BLAST In Pursuit
SPEAKING & LISTENING HANDBOOK
“Research Using Various Media” Section
RESEARCH PROJECT PART I
Break students into small groups and assign each group a topic to research (see list of topics under Research tab) and begin research (in class and/or online).
INTRODUCTION In Pursuit
2 FIRST READ Barrio Boy
RESEARCH PROJECT PART I CONT. Students should continue to research.
BLAST In Pursuit
3 SKILL Central or Main Idea
RESEARCH PROJECT PART I CONT.
Students should continue to research.
FIRST READ “Ready for Marcos”
4 CLOSE READ Barrio Boy
RESEARCH PROJECT PART II
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
RE-READ 1 “Ready for Marcos”
CORE ELA UNIT ENGLISH LEARNER UNIT
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
Page 3 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
5 BLAST Life Changers
RESEARCH PROJECT PART II CONT. Students should continue working to create their presentations.
RE-READ 2 “Ready for Marcos”
6 FIRST READ The Other Side of the Sky
RESEARCH PROJECT PART II CONT. Students should continue working to create their presentations.
SKILL Story Elements
7 SKILL Textual Evidence
SPEAKING & LISTENING HANDBOOK
“Presentation Skills”
Allow a couple of groups to present for the class.
SKILL Referring Words
8 CLOSE READ The Other Side of the Sky
RESEARCH PROJECT PART III CONT. Allow a couple of groups to present for the class.
INTRODUCTION The Hobbit
9 FIRST READ “The Song of Wandering Aengus”
RESEARCH PROJECT PART III CONT. Allow a couple of groups to present for the class.
RE-READ 1 The Hobbit
10 SKILL Figurative Language
RE-READ 2 The Hobbit
11 SKILL Theme
SKILL Story Elements
RESEARCH PROJECT PART III
165
Pacing Guide | Grade 7, Unit 1mheonline.com/studysync
1 UNIT PREVIEW
BLAST In Pursuit
SPEAKING & LISTENING HANDBOOK
“Research Using Various Media” Section
RESEARCH PROJECT PART I
Break students into small groups and assign each group a topic to research (see list of topics under Research tab) and begin research (in class and/or online).
INTRODUCTION In Pursuit
2 FIRST READ Barrio Boy
RESEARCH PROJECT PART I CONT. Students should continue to research.
BLAST In Pursuit
3 SKILL Central or Main Idea
RESEARCH PROJECT PART I CONT.
Students should continue to research.
FIRST READ “Ready for Marcos”
4 CLOSE READ Barrio Boy
RESEARCH PROJECT PART II
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
RE-READ 1 “Ready for Marcos”
CORE ELA UNIT ENGLISH LEARNER UNIT
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
Page 3 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
5 BLAST Life Changers
RESEARCH PROJECT PART II CONT. Students should continue working to create their presentations.
RE-READ 2 “Ready for Marcos”
6 FIRST READ The Other Side of the Sky
RESEARCH PROJECT PART II CONT. Students should continue working to create their presentations.
SKILL Story Elements
7 SKILL Textual Evidence
SPEAKING & LISTENING HANDBOOK
“Presentation Skills”
Allow a couple of groups to present for the class.
SKILL Referring Words
8 CLOSE READ The Other Side of the Sky
RESEARCH PROJECT PART III CONT. Allow a couple of groups to present for the class.
INTRODUCTION The Hobbit
9 FIRST READ “The Song of Wandering Aengus”
RESEARCH PROJECT PART III CONT. Allow a couple of groups to present for the class.
RE-READ 1 The Hobbit
10 SKILL Figurative Language
RE-READ 2 The Hobbit
11 SKILL Theme
SKILL Story Elements
RESEARCH PROJECT PART III
165
Pacing Guide | Grade 7, Unit 1mheonline.com/studysync
1 UNIT PREVIEW
BLAST In Pursuit
SPEAKING & LISTENING HANDBOOK
“Research Using Various Media” Section
RESEARCH PROJECT PART I
Break students into small groups and assign each group a topic to research (see list of topics under Research tab) and begin research (in class and/or online).
INTRODUCTION In Pursuit
2 FIRST READ Barrio Boy
RESEARCH PROJECT PART I CONT. Students should continue to research.
BLAST In Pursuit
3 SKILL Central or Main Idea
RESEARCH PROJECT PART I CONT.
Students should continue to research.
FIRST READ “Ready for Marcos”
4 CLOSE READ Barrio Boy
RESEARCH PROJECT PART II
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
RE-READ 1 “Ready for Marcos”
CORE ELA UNIT ENGLISH LEARNER UNIT
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
Page 3 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
5 BLAST Life Changers
RESEARCH PROJECT PART II CONT. Students should continue working to create their presentations.
RE-READ 2 “Ready for Marcos”
6 FIRST READ The Other Side of the Sky
RESEARCH PROJECT PART II CONT. Students should continue working to create their presentations.
SKILL Story Elements
7 SKILL Textual Evidence
SPEAKING & LISTENING HANDBOOK
“Presentation Skills”
Allow a couple of groups to present for the class.
SKILL Referring Words
8 CLOSE READ The Other Side of the Sky
RESEARCH PROJECT PART III CONT. Allow a couple of groups to present for the class.
INTRODUCTION The Hobbit
9 FIRST READ “The Song of Wandering Aengus”
RESEARCH PROJECT PART III CONT. Allow a couple of groups to present for the class.
RE-READ 1 The Hobbit
10 SKILL Figurative Language
RE-READ 2 The Hobbit
11 SKILL Theme
SKILL Story Elements
RESEARCH PROJECT PART III
165
Pacing Guide | Grade 7, Unit 1mheonline.com/studysync
1 UNIT PREVIEW
BLAST In Pursuit
SPEAKING & LISTENING HANDBOOK
“Research Using Various Media” Section
RESEARCH PROJECT PART I
Break students into small groups and assign each group a topic to research (see list of topics under Research tab) and begin research (in class and/or online).
INTRODUCTION In Pursuit
2 FIRST READ Barrio Boy
RESEARCH PROJECT PART I CONT. Students should continue to research.
BLAST In Pursuit
3 SKILL Central or Main Idea
RESEARCH PROJECT PART I CONT.
Students should continue to research.
FIRST READ “Ready for Marcos”
4 CLOSE READ Barrio Boy
RESEARCH PROJECT PART II
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
RE-READ 1 “Ready for Marcos”
CORE ELA UNIT ENGLISH LEARNER UNIT
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
Page 3 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
5 BLAST Life Changers
RESEARCH PROJECT PART II CONT. Students should continue working to create their presentations.
RE-READ 2 “Ready for Marcos”
6 FIRST READ The Other Side of the Sky
RESEARCH PROJECT PART II CONT. Students should continue working to create their presentations.
SKILL Story Elements
7 SKILL Textual Evidence
SPEAKING & LISTENING HANDBOOK
“Presentation Skills”
Allow a couple of groups to present for the class.
SKILL Referring Words
8 CLOSE READ The Other Side of the Sky
RESEARCH PROJECT PART III CONT. Allow a couple of groups to present for the class.
INTRODUCTION The Hobbit
9 FIRST READ “The Song of Wandering Aengus”
RESEARCH PROJECT PART III CONT. Allow a couple of groups to present for the class.
RE-READ 1 The Hobbit
10 SKILL Figurative Language
RE-READ 2 The Hobbit
11 SKILL Theme
SKILL Story Elements
RESEARCH PROJECT PART III
165
Pacing Guide | Grade 7, Unit 1mheonline.com/studysync
1 UNIT PREVIEW
BLAST In Pursuit
SPEAKING & LISTENING HANDBOOK
“Research Using Various Media” Section
RESEARCH PROJECT PART I
Break students into small groups and assign each group a topic to research (see list of topics under Research tab) and begin research (in class and/or online).
INTRODUCTION In Pursuit
2 FIRST READ Barrio Boy
RESEARCH PROJECT PART I CONT. Students should continue to research.
BLAST In Pursuit
3 SKILL Central or Main Idea
RESEARCH PROJECT PART I CONT.
Students should continue to research.
FIRST READ “Ready for Marcos”
4 CLOSE READ Barrio Boy
RESEARCH PROJECT PART II
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
RE-READ 1 “Ready for Marcos”
CORE ELA UNIT ENGLISH LEARNER UNIT
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
Page 3 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
5 BLAST Life Changers
RESEARCH PROJECT PART II CONT. Students should continue working to create their presentations.
RE-READ 2 “Ready for Marcos”
6 FIRST READ The Other Side of the Sky
RESEARCH PROJECT PART II CONT. Students should continue working to create their presentations.
SKILL Story Elements
7 SKILL Textual Evidence
SPEAKING & LISTENING HANDBOOK
“Presentation Skills”
Allow a couple of groups to present for the class.
SKILL Referring Words
8 CLOSE READ The Other Side of the Sky
RESEARCH PROJECT PART III CONT. Allow a couple of groups to present for the class.
INTRODUCTION The Hobbit
9 FIRST READ “The Song of Wandering Aengus”
RESEARCH PROJECT PART III CONT. Allow a couple of groups to present for the class.
RE-READ 1 The Hobbit
10 SKILL Figurative Language
RE-READ 2 The Hobbit
11 SKILL Theme
SKILL Story Elements
RESEARCH PROJECT PART III
7.RN.2.1, 7.W.3.1, 7.W.4, 7.SL.2.2, 7.SL.2.4, 7.SL.2.5
7.RN.2.2
7.RN.2.2
7.RN.2.1, 7.W.3.1, 7.W.4, 7.SL.2.2, 7.SL.2.4, 7.SL.2.5
7.RN.2.1, 7.RV.2.2
7.RN.2.1
7.RN.2.1
7.W.5, 7.SL.3.1, 7.SL.4.2
7.W.5
7.W.5
7.RV.3.1, 7.RV.3.3
7.RL.2.2
15166
Page 4 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
12 CLOSE READ “The Song of Wandering Aengus”
WATCH Story Elements
13 BLAST Go Figure
FIRST READ The Hobbit
The Hobbit
Chapter 1 “An Unexpected Party”
COMPARE to The Uses of Enchantment
WATCH The Hobbit
14 SKILL Story Elements
CLOSE READ The Hobbit
SKILL Summarizing
15 BLAST A Bunch of Hot Air
The Hobbit
Chapter 2 “Roast Mutton” Compare to A Wind in the Door
LINK to The Hobbit – Why did Bilbo go with Gandalf on this adventure when he is more like the Baggins side of his family? Discuss what appeals to Bilbo about going on an adventure.
EXTENDED ORAL PROJECT Introduction
Page 5 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
16 FIRST READ Call of the Klondike
The Hobbit
Chapter 3 “A Short Rest”
LINK to The Hobbit – Gandalf, Bilbo, and the dwarves are embarking on their adventure, which has its roots in mining like Call of the Klondike. Review the story of Thorin’s grandfather Thror, who also mined gold and jewels. What happened to him and his treasure? Are there any parallels or similarities between the excerpt from Call of the Klondike and Thorin’s grandfather’s experience?
EXTENDED ORAL PROJECT Brainstorm
17 SKILL Informational Text Structure
The Hobbit
Chapter 4 “Over Hill and Under Hill”
LINK to The Hobbit – Although The Hobbit is a literary work of fiction (not an informational text), ask students what text structure they believe J.R.R. Tolkien used. Have them identify the text structure and support their assertions with details/evidence from the novel.
EXTENDED ORAL PROJECT Create an Outline
166
Page 4 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
12 CLOSE READ “The Song of Wandering Aengus”
WATCH Story Elements
13 BLAST Go Figure
FIRST READ The Hobbit
The Hobbit
Chapter 1 “An Unexpected Party”
COMPARE to The Uses of Enchantment
WATCH The Hobbit
14 SKILL Story Elements
CLOSE READ The Hobbit
SKILL Summarizing
15 BLAST A Bunch of Hot Air
The Hobbit
Chapter 2 “Roast Mutton” Compare to A Wind in the Door
LINK to The Hobbit – Why did Bilbo go with Gandalf on this adventure when he is more like the Baggins side of his family? Discuss what appeals to Bilbo about going on an adventure.
EXTENDED ORAL PROJECT Introduction
Page 5 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
16 FIRST READ Call of the Klondike
The Hobbit
Chapter 3 “A Short Rest”
LINK to The Hobbit – Gandalf, Bilbo, and the dwarves are embarking on their adventure, which has its roots in mining like Call of the Klondike. Review the story of Thorin’s grandfather Thror, who also mined gold and jewels. What happened to him and his treasure? Are there any parallels or similarities between the excerpt from Call of the Klondike and Thorin’s grandfather’s experience?
EXTENDED ORAL PROJECT Brainstorm
17 SKILL Informational Text Structure
The Hobbit
Chapter 4 “Over Hill and Under Hill”
LINK to The Hobbit – Although The Hobbit is a literary work of fiction (not an informational text), ask students what text structure they believe J.R.R. Tolkien used. Have them identify the text structure and support their assertions with details/evidence from the novel.
EXTENDED ORAL PROJECT Create an Outline
166
Page 4 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
12 CLOSE READ “The Song of Wandering Aengus”
WATCH Story Elements
13 BLAST Go Figure
FIRST READ The Hobbit
The Hobbit
Chapter 1 “An Unexpected Party”
COMPARE to The Uses of Enchantment
WATCH The Hobbit
14 SKILL Story Elements
CLOSE READ The Hobbit
SKILL Summarizing
15 BLAST A Bunch of Hot Air
The Hobbit
Chapter 2 “Roast Mutton” Compare to A Wind in the Door
LINK to The Hobbit – Why did Bilbo go with Gandalf on this adventure when he is more like the Baggins side of his family? Discuss what appeals to Bilbo about going on an adventure.
EXTENDED ORAL PROJECT Introduction
Page 5 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
16 FIRST READ Call of the Klondike
The Hobbit
Chapter 3 “A Short Rest”
LINK to The Hobbit – Gandalf, Bilbo, and the dwarves are embarking on their adventure, which has its roots in mining like Call of the Klondike. Review the story of Thorin’s grandfather Thror, who also mined gold and jewels. What happened to him and his treasure? Are there any parallels or similarities between the excerpt from Call of the Klondike and Thorin’s grandfather’s experience?
EXTENDED ORAL PROJECT Brainstorm
17 SKILL Informational Text Structure
The Hobbit
Chapter 4 “Over Hill and Under Hill”
LINK to The Hobbit – Although The Hobbit is a literary work of fiction (not an informational text), ask students what text structure they believe J.R.R. Tolkien used. Have them identify the text structure and support their assertions with details/evidence from the novel.
EXTENDED ORAL PROJECT Create an Outline
166
Page 4 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
12 CLOSE READ “The Song of Wandering Aengus”
WATCH Story Elements
13 BLAST Go Figure
FIRST READ The Hobbit
The Hobbit
Chapter 1 “An Unexpected Party”
COMPARE to The Uses of Enchantment
WATCH The Hobbit
14 SKILL Story Elements
CLOSE READ The Hobbit
SKILL Summarizing
15 BLAST A Bunch of Hot Air
The Hobbit
Chapter 2 “Roast Mutton” Compare to A Wind in the Door
LINK to The Hobbit – Why did Bilbo go with Gandalf on this adventure when he is more like the Baggins side of his family? Discuss what appeals to Bilbo about going on an adventure.
EXTENDED ORAL PROJECT Introduction
Page 5 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
16 FIRST READ Call of the Klondike
The Hobbit
Chapter 3 “A Short Rest”
LINK to The Hobbit – Gandalf, Bilbo, and the dwarves are embarking on their adventure, which has its roots in mining like Call of the Klondike. Review the story of Thorin’s grandfather Thror, who also mined gold and jewels. What happened to him and his treasure? Are there any parallels or similarities between the excerpt from Call of the Klondike and Thorin’s grandfather’s experience?
EXTENDED ORAL PROJECT Brainstorm
17 SKILL Informational Text Structure
The Hobbit
Chapter 4 “Over Hill and Under Hill”
LINK to The Hobbit – Although The Hobbit is a literary work of fiction (not an informational text), ask students what text structure they believe J.R.R. Tolkien used. Have them identify the text structure and support their assertions with details/evidence from the novel.
EXTENDED ORAL PROJECT Create an Outline
7.RL.2.2, 7.RV.3.1, 7.RV.3.3
7.RN.2.1, 7.RV.3.3, 7.W.3.1, 7.W.4, 7.SL.2.2, 7.SL.2.4, 7.SL.2.5
7.RL.2.3
7.RN.2.1, 7.W.3.1, 7.W.4, 7.SL.2.2, 7.SL.2.4, 7.SL.2.5
7.RV.2.1, 7.RV.2.5
7.RN.3.2
16 167
Page 6 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
18 CLOSE READ Call of the Klondike
EXTENDED WRITING PROJECT
Informative/ Explanatory Writing
The Hobbit
Chapter 5 “Riddles in the Dark”
LINK to The Hobbit – In the section of Call of the Klondike titled
“Typical Klondike Stampede” Stanley Pearce is awakened in the middle of the night in
“pitch darkness.” He doesn’t know why he is being woken up and asked to follow Bond. This moment is similar to Bilbo’s situation at the start of Chapter 5 when he wakes up alone in the dark. Unlike Bilbo, the reader does not know how Pearce feels in this moment. Allow students to discuss how they think he must feel or what he might be thinking in this moment.
FIRST READ “A World Away”
19 FIRST READ “The King of Mazy May”
EXTENDED WRITING PROJECT
Prewrite
RE-READ 1 “A World Away”
20 SKILL Textual Evidence
The Hobbit
Chapter 6 “Out of the Frying-Pan into the Fire”
LINK to The Hobbit – In the scene with the Wargs and goblins, what does the reader learn about Gandalf? Ask students to make an inference and select a piece of textual evidence to support that conclusion. Allow them time to share.
RE-READ 2 “A World Away”
Page 7 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
21 SKILL Story Elements
SKILL Compare and Contrast
SKILL Thesis Statement
SKILL Selecting Words
22 CLOSE READ “The King of Mazy May”
BLAST Audience and Purpose
The Hobbit
Chapter 7 “Queer Lodgings”
COMPARE to A Walk in the Woods
LINK to The Hobbit – Like Bilbo, Walt has a “good heart” and must be brave in the face of antagonists. How are Walt and Bilbo similar? What adversaries does each face? What qualities does each demonstrate in his struggle against his adversaries? Support ideas and inferences with textual evidence.
SKILL Supporting Ideas and Opinions
23 FIRST READ “The Cremation of Sam McGee”
SKILL Organize Informative Writing
SPEAKING & LISTENING HANDBOOK
“Collaborative Discussions” Section
SKILL Informational Text Structure
167
Page 6 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
18 CLOSE READ Call of the Klondike
EXTENDED WRITING PROJECT
Informative/ Explanatory Writing
The Hobbit
Chapter 5 “Riddles in the Dark”
LINK to The Hobbit – In the section of Call of the Klondike titled
“Typical Klondike Stampede” Stanley Pearce is awakened in the middle of the night in
“pitch darkness.” He doesn’t know why he is being woken up and asked to follow Bond. This moment is similar to Bilbo’s situation at the start of Chapter 5 when he wakes up alone in the dark. Unlike Bilbo, the reader does not know how Pearce feels in this moment. Allow students to discuss how they think he must feel or what he might be thinking in this moment.
FIRST READ “A World Away”
19 FIRST READ “The King of Mazy May”
EXTENDED WRITING PROJECT
Prewrite
RE-READ 1 “A World Away”
20 SKILL Textual Evidence
The Hobbit
Chapter 6 “Out of the Frying-Pan into the Fire”
LINK to The Hobbit – In the scene with the Wargs and goblins, what does the reader learn about Gandalf? Ask students to make an inference and select a piece of textual evidence to support that conclusion. Allow them time to share.
RE-READ 2 “A World Away”
Page 7 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
21 SKILL Story Elements
SKILL Compare and Contrast
SKILL Thesis Statement
SKILL Selecting Words
22 CLOSE READ “The King of Mazy May”
BLAST Audience and Purpose
The Hobbit
Chapter 7 “Queer Lodgings”
COMPARE to A Walk in the Woods
LINK to The Hobbit – Like Bilbo, Walt has a “good heart” and must be brave in the face of antagonists. How are Walt and Bilbo similar? What adversaries does each face? What qualities does each demonstrate in his struggle against his adversaries? Support ideas and inferences with textual evidence.
SKILL Supporting Ideas and Opinions
23 FIRST READ “The Cremation of Sam McGee”
SKILL Organize Informative Writing
SPEAKING & LISTENING HANDBOOK
“Collaborative Discussions” Section
SKILL Informational Text Structure
167
Page 6 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
18 CLOSE READ Call of the Klondike
EXTENDED WRITING PROJECT
Informative/ Explanatory Writing
The Hobbit
Chapter 5 “Riddles in the Dark”
LINK to The Hobbit – In the section of Call of the Klondike titled
“Typical Klondike Stampede” Stanley Pearce is awakened in the middle of the night in
“pitch darkness.” He doesn’t know why he is being woken up and asked to follow Bond. This moment is similar to Bilbo’s situation at the start of Chapter 5 when he wakes up alone in the dark. Unlike Bilbo, the reader does not know how Pearce feels in this moment. Allow students to discuss how they think he must feel or what he might be thinking in this moment.
FIRST READ “A World Away”
19 FIRST READ “The King of Mazy May”
EXTENDED WRITING PROJECT
Prewrite
RE-READ 1 “A World Away”
20 SKILL Textual Evidence
The Hobbit
Chapter 6 “Out of the Frying-Pan into the Fire”
LINK to The Hobbit – In the scene with the Wargs and goblins, what does the reader learn about Gandalf? Ask students to make an inference and select a piece of textual evidence to support that conclusion. Allow them time to share.
RE-READ 2 “A World Away”
Page 7 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
21 SKILL Story Elements
SKILL Compare and Contrast
SKILL Thesis Statement
SKILL Selecting Words
22 CLOSE READ “The King of Mazy May”
BLAST Audience and Purpose
The Hobbit
Chapter 7 “Queer Lodgings”
COMPARE to A Walk in the Woods
LINK to The Hobbit – Like Bilbo, Walt has a “good heart” and must be brave in the face of antagonists. How are Walt and Bilbo similar? What adversaries does each face? What qualities does each demonstrate in his struggle against his adversaries? Support ideas and inferences with textual evidence.
SKILL Supporting Ideas and Opinions
23 FIRST READ “The Cremation of Sam McGee”
SKILL Organize Informative Writing
SPEAKING & LISTENING HANDBOOK
“Collaborative Discussions” Section
SKILL Informational Text Structure
167
Page 6 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
18 CLOSE READ Call of the Klondike
EXTENDED WRITING PROJECT
Informative/ Explanatory Writing
The Hobbit
Chapter 5 “Riddles in the Dark”
LINK to The Hobbit – In the section of Call of the Klondike titled
“Typical Klondike Stampede” Stanley Pearce is awakened in the middle of the night in
“pitch darkness.” He doesn’t know why he is being woken up and asked to follow Bond. This moment is similar to Bilbo’s situation at the start of Chapter 5 when he wakes up alone in the dark. Unlike Bilbo, the reader does not know how Pearce feels in this moment. Allow students to discuss how they think he must feel or what he might be thinking in this moment.
FIRST READ “A World Away”
19 FIRST READ “The King of Mazy May”
EXTENDED WRITING PROJECT
Prewrite
RE-READ 1 “A World Away”
20 SKILL Textual Evidence
The Hobbit
Chapter 6 “Out of the Frying-Pan into the Fire”
LINK to The Hobbit – In the scene with the Wargs and goblins, what does the reader learn about Gandalf? Ask students to make an inference and select a piece of textual evidence to support that conclusion. Allow them time to share.
RE-READ 2 “A World Away”
Page 7 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
21 SKILL Story Elements
SKILL Compare and Contrast
SKILL Thesis Statement
SKILL Selecting Words
22 CLOSE READ “The King of Mazy May”
BLAST Audience and Purpose
The Hobbit
Chapter 7 “Queer Lodgings”
COMPARE to A Walk in the Woods
LINK to The Hobbit – Like Bilbo, Walt has a “good heart” and must be brave in the face of antagonists. How are Walt and Bilbo similar? What adversaries does each face? What qualities does each demonstrate in his struggle against his adversaries? Support ideas and inferences with textual evidence.
SKILL Supporting Ideas and Opinions
23 FIRST READ “The Cremation of Sam McGee”
SKILL Organize Informative Writing
SPEAKING & LISTENING HANDBOOK
“Collaborative Discussions” Section
SKILL Informational Text Structure
7.RN.3.2
7.RL.2.1, 7.RV.2.2, 7.W.6.1e
7.RL.2.1
7.W.1, 7.W.3.2
7.RL.2.3
7.RL.4.2
7.RL.2.1, 7.RL.4.2
7.W.3.2
7.W.1, 7.W.3.2
7.W.3.2
17168
Page 8 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
24 SKILL Poetic Structure
SKILL Supporting Details
The Hobbit
Chapter 8 “Flies and Spiders”
LINK to The Hobbit – Challenge students to write a narrative poem retelling the events of the novel thus far. Remind them their narrative poem should be in sequential order and include elements of plot, setting and characters. Ask them to include a refrain, or repeated stanza, like the poem “The Cremation of Sam McGee”.
EXTENDED ORAL PROJECT Develop a Sequence
25 SKILL Poetic Elements
SKILL Word Meaning
EXTENDED WRITING PROJECT
Plan
EXTENDED ORAL PROJECT Add Details
26 CLOSE READ “The Cremation of Sam McGee”
SKILL Introductions
EXTENDED ORAL PROJECT Refine Language
27 BLAST The Race for Gold
SKILL Body Paragraphs and Transitions
The Hobbit
Chapter 9 “Barrels Out of Bond”
COMPARE to The Journal of Major George Washington
LINK to The Hobbit– What risks is Bilbo taking? What is the potential “reward”? Is the risk worth the reward? Discuss.
RE-READ 1 Call of the Klondike
Page 9 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
28 FIRST READ “New Directions”
SKILL Conclusions
The Hobbit
Chapter 10 “A Warm Welcome”
LINK to The Hobbit – What road lie ahead of Bilbo prior to Gandalf’s first visit? How did Bilbo, like Annie Johnson,
“step off that road into another direction”? How has this decision impacted him positively and/or negatively?
RE-READ 2 Call of the Klondike
29 SKILL Informational Text Elements
The Hobbit
Chapter 11 “On the Doorstep”
LINK to The Hobbit – Ask students to write a travel essay describing the Lonely Mountain as a potential travel destination. Remind them that different styles of informational texts have different elements and a travel essay should include their impressions of landscapes, people and events. Encourage them to include informational text features to enhance their essays.
SKILL Informational Text Structure
30 SKILL Figurative Language
The Hobbit
Chapter 12 “Inside Information”
COMPARE to President Franklin Roosevelt’s First Inaugural Address
LINK to The Hobbit – How does Tolkien use figurative language in the scenes with Smaug to help the reader imagine the great dragon? Use textual evidence to support your ideas.
SKILL
Selecting Words
31 SKILL Connotation and Denotation
EXTENDED WRITING PROJECT
Draft
SKILL Relevant Information
168
Page 8 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
24 SKILL Poetic Structure
SKILL Supporting Details
The Hobbit
Chapter 8 “Flies and Spiders”
LINK to The Hobbit – Challenge students to write a narrative poem retelling the events of the novel thus far. Remind them their narrative poem should be in sequential order and include elements of plot, setting and characters. Ask them to include a refrain, or repeated stanza, like the poem “The Cremation of Sam McGee”.
EXTENDED ORAL PROJECT Develop a Sequence
25 SKILL Poetic Elements
SKILL Word Meaning
EXTENDED WRITING PROJECT
Plan
EXTENDED ORAL PROJECT Add Details
26 CLOSE READ “The Cremation of Sam McGee”
SKILL Introductions
EXTENDED ORAL PROJECT Refine Language
27 BLAST The Race for Gold
SKILL Body Paragraphs and Transitions
The Hobbit
Chapter 9 “Barrels Out of Bond”
COMPARE to The Journal of Major George Washington
LINK to The Hobbit– What risks is Bilbo taking? What is the potential “reward”? Is the risk worth the reward? Discuss.
RE-READ 1 Call of the Klondike
Page 9 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
28 FIRST READ “New Directions”
SKILL Conclusions
The Hobbit
Chapter 10 “A Warm Welcome”
LINK to The Hobbit – What road lie ahead of Bilbo prior to Gandalf’s first visit? How did Bilbo, like Annie Johnson,
“step off that road into another direction”? How has this decision impacted him positively and/or negatively?
RE-READ 2 Call of the Klondike
29 SKILL Informational Text Elements
The Hobbit
Chapter 11 “On the Doorstep”
LINK to The Hobbit – Ask students to write a travel essay describing the Lonely Mountain as a potential travel destination. Remind them that different styles of informational texts have different elements and a travel essay should include their impressions of landscapes, people and events. Encourage them to include informational text features to enhance their essays.
SKILL Informational Text Structure
30 SKILL Figurative Language
The Hobbit
Chapter 12 “Inside Information”
COMPARE to President Franklin Roosevelt’s First Inaugural Address
LINK to The Hobbit – How does Tolkien use figurative language in the scenes with Smaug to help the reader imagine the great dragon? Use textual evidence to support your ideas.
SKILL
Selecting Words
31 SKILL Connotation and Denotation
EXTENDED WRITING PROJECT
Draft
SKILL Relevant Information
168
Page 8 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
24 SKILL Poetic Structure
SKILL Supporting Details
The Hobbit
Chapter 8 “Flies and Spiders”
LINK to The Hobbit – Challenge students to write a narrative poem retelling the events of the novel thus far. Remind them their narrative poem should be in sequential order and include elements of plot, setting and characters. Ask them to include a refrain, or repeated stanza, like the poem “The Cremation of Sam McGee”.
EXTENDED ORAL PROJECT Develop a Sequence
25 SKILL Poetic Elements
SKILL Word Meaning
EXTENDED WRITING PROJECT
Plan
EXTENDED ORAL PROJECT Add Details
26 CLOSE READ “The Cremation of Sam McGee”
SKILL Introductions
EXTENDED ORAL PROJECT Refine Language
27 BLAST The Race for Gold
SKILL Body Paragraphs and Transitions
The Hobbit
Chapter 9 “Barrels Out of Bond”
COMPARE to The Journal of Major George Washington
LINK to The Hobbit– What risks is Bilbo taking? What is the potential “reward”? Is the risk worth the reward? Discuss.
RE-READ 1 Call of the Klondike
Page 9 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
28 FIRST READ “New Directions”
SKILL Conclusions
The Hobbit
Chapter 10 “A Warm Welcome”
LINK to The Hobbit – What road lie ahead of Bilbo prior to Gandalf’s first visit? How did Bilbo, like Annie Johnson,
“step off that road into another direction”? How has this decision impacted him positively and/or negatively?
RE-READ 2 Call of the Klondike
29 SKILL Informational Text Elements
The Hobbit
Chapter 11 “On the Doorstep”
LINK to The Hobbit – Ask students to write a travel essay describing the Lonely Mountain as a potential travel destination. Remind them that different styles of informational texts have different elements and a travel essay should include their impressions of landscapes, people and events. Encourage them to include informational text features to enhance their essays.
SKILL Informational Text Structure
30 SKILL Figurative Language
The Hobbit
Chapter 12 “Inside Information”
COMPARE to President Franklin Roosevelt’s First Inaugural Address
LINK to The Hobbit – How does Tolkien use figurative language in the scenes with Smaug to help the reader imagine the great dragon? Use textual evidence to support your ideas.
SKILL
Selecting Words
31 SKILL Connotation and Denotation
EXTENDED WRITING PROJECT
Draft
SKILL Relevant Information
168
Page 8 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
24 SKILL Poetic Structure
SKILL Supporting Details
The Hobbit
Chapter 8 “Flies and Spiders”
LINK to The Hobbit – Challenge students to write a narrative poem retelling the events of the novel thus far. Remind them their narrative poem should be in sequential order and include elements of plot, setting and characters. Ask them to include a refrain, or repeated stanza, like the poem “The Cremation of Sam McGee”.
EXTENDED ORAL PROJECT Develop a Sequence
25 SKILL Poetic Elements
SKILL Word Meaning
EXTENDED WRITING PROJECT
Plan
EXTENDED ORAL PROJECT Add Details
26 CLOSE READ “The Cremation of Sam McGee”
SKILL Introductions
EXTENDED ORAL PROJECT Refine Language
27 BLAST The Race for Gold
SKILL Body Paragraphs and Transitions
The Hobbit
Chapter 9 “Barrels Out of Bond”
COMPARE to The Journal of Major George Washington
LINK to The Hobbit– What risks is Bilbo taking? What is the potential “reward”? Is the risk worth the reward? Discuss.
RE-READ 1 Call of the Klondike
Page 9 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
28 FIRST READ “New Directions”
SKILL Conclusions
The Hobbit
Chapter 10 “A Warm Welcome”
LINK to The Hobbit – What road lie ahead of Bilbo prior to Gandalf’s first visit? How did Bilbo, like Annie Johnson,
“step off that road into another direction”? How has this decision impacted him positively and/or negatively?
RE-READ 2 Call of the Klondike
29 SKILL Informational Text Elements
The Hobbit
Chapter 11 “On the Doorstep”
LINK to The Hobbit – Ask students to write a travel essay describing the Lonely Mountain as a potential travel destination. Remind them that different styles of informational texts have different elements and a travel essay should include their impressions of landscapes, people and events. Encourage them to include informational text features to enhance their essays.
SKILL Informational Text Structure
30 SKILL Figurative Language
The Hobbit
Chapter 12 “Inside Information”
COMPARE to President Franklin Roosevelt’s First Inaugural Address
LINK to The Hobbit – How does Tolkien use figurative language in the scenes with Smaug to help the reader imagine the great dragon? Use textual evidence to support your ideas.
SKILL
Selecting Words
31 SKILL Connotation and Denotation
EXTENDED WRITING PROJECT
Draft
SKILL Relevant Information
168
Page 8 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
24 SKILL Poetic Structure
SKILL Supporting Details
The Hobbit
Chapter 8 “Flies and Spiders”
LINK to The Hobbit – Challenge students to write a narrative poem retelling the events of the novel thus far. Remind them their narrative poem should be in sequential order and include elements of plot, setting and characters. Ask them to include a refrain, or repeated stanza, like the poem “The Cremation of Sam McGee”.
EXTENDED ORAL PROJECT Develop a Sequence
25 SKILL Poetic Elements
SKILL Word Meaning
EXTENDED WRITING PROJECT
Plan
EXTENDED ORAL PROJECT Add Details
26 CLOSE READ “The Cremation of Sam McGee”
SKILL Introductions
EXTENDED ORAL PROJECT Refine Language
27 BLAST The Race for Gold
SKILL Body Paragraphs and Transitions
The Hobbit
Chapter 9 “Barrels Out of Bond”
COMPARE to The Journal of Major George Washington
LINK to The Hobbit– What risks is Bilbo taking? What is the potential “reward”? Is the risk worth the reward? Discuss.
RE-READ 1 Call of the Klondike
Page 9 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
28 FIRST READ “New Directions”
SKILL Conclusions
The Hobbit
Chapter 10 “A Warm Welcome”
LINK to The Hobbit – What road lie ahead of Bilbo prior to Gandalf’s first visit? How did Bilbo, like Annie Johnson,
“step off that road into another direction”? How has this decision impacted him positively and/or negatively?
RE-READ 2 Call of the Klondike
29 SKILL Informational Text Elements
The Hobbit
Chapter 11 “On the Doorstep”
LINK to The Hobbit – Ask students to write a travel essay describing the Lonely Mountain as a potential travel destination. Remind them that different styles of informational texts have different elements and a travel essay should include their impressions of landscapes, people and events. Encourage them to include informational text features to enhance their essays.
SKILL Informational Text Structure
30 SKILL Figurative Language
The Hobbit
Chapter 12 “Inside Information”
COMPARE to President Franklin Roosevelt’s First Inaugural Address
LINK to The Hobbit – How does Tolkien use figurative language in the scenes with Smaug to help the reader imagine the great dragon? Use textual evidence to support your ideas.
SKILL
Selecting Words
31 SKILL Connotation and Denotation
EXTENDED WRITING PROJECT
Draft
SKILL Relevant Information
7.RL.3.1
7.RV.3.1
7.W.3.2
7.W.3.2
7.W.3.2
7.W.3.2
7.W.3.2
7.RV.2.1
7.RL.3.1, 7.RV.2.1, 7.RV.3.1
7.RN.2.1, 7.W.3.1, 7.W.4, 7.SL.2.2, 7.SL.2.4, 7.SL.2.5
7.RN.2.3
7.RV.2.3
7.RV.3.2, 7.RV.3.3
7.W.3.2
18
169
Page 10 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
32 CLOSE READ “New Directions”
The Hobbit
Chapter 13 “Not at Home”
LINK to The Hobbit – Ask students to do a close reading of the first section of Chapter 13 examining how the connotations of the language used by Tolkien establish tone. What is the tone in this first section? How do the words reveal the tone? Students should support their ideas with textual evidence.
EXTENDED ORAL PROJECT Give Feedback
33 FIRST READ Travels with Charley
BLAST Style
The Hobbit
Chapter 14 “Fire and Water”
COMPARE to The Story of the Volsungs
LINK to The Hobbit – In the SyncTV episode, Mia suggests that perhaps Steinbeck is trying to, “let the world make a mark on him.” In what ways do you think Bilbo’s travels and adventures will leave a mark on him?
EXTENDED ORAL PROJECT Practice with Notecards
34 SKILL Informational Text Elements
The Hobbit
Chapter 15 “The Gathering of the Clouds”
COMPARE to The Merchant of Venice
LINK to The Hobbit – Ask students to write a news article about Smaug’s death combining information from Chapter 14 and the report by the raven in Chapter 15. Remind them that news articles, unlike travel essays, must focus strictly on facts and include informational text elements.
EXTENDED ORAL PROJECT Practice without Notecards
35 CLOSE READ Travels with Charley
EXTENDED WRITING PROJECT
Revise
The Hobbit
Chapter 16 “A Thief in the Night”
LINK to The Hobbit – Like John Steinbeck, Bilbo gains insights about life, the world around him, and about himself on his journey with the dwarves. Brainstorm what Bilbo has learned on his journey.
RE-READ 1 Barrio Boy
Page 11 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
36 FIRST READ “Apollo 13: Mission Highlights”
The Hobbit
Chapter 17 “The Clouds Burst”
LINK to The Hobbit – Chapter 17 is an action packed chapter. Ask students to rewrite the chapter as a series of highlights to mirror the format that the
“Apollo 13: Mission Highlights”. The highlights should identify and briefly state the main events. Encourage students to include technical language when appropriate.
RE-READ 2 Barrio Boy
37 SKILL Technical Language
SKILL Sources and Citations
The Hobbit
Chapter 18 “The Return Journey”
LINK to The Hobbit – Have students research technical language that is specific to war or battle. Then allow them time to write a short summary of the end of the battle (as described by Gandalf) using as much technical language as possible.
SKILL Central or Main Idea
38 SKILL Greek and Latin Af-fixes and Roots
CLOSE READ “Apollo 13: Mission Highlights”
EXTENDED WRITING PROJECT
Edit, Proofread, Publish
WATCH Central or Main Idea
39 BLAST Spacing Out
BLAST Blast Off!
The Hobbit
Chapter 19 “The Last Stage”
COMPARE to “Imagination and Reality in the Odes”
LINK to The Hobbit – What did Bilbo do when he ran into obstacles while on his adventure with the dwarves? What did Bilbo learn about himself from the way he handled the obstacles in his path?
SKILL
Informational Text Structure
169
Page 10 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
32 CLOSE READ “New Directions”
The Hobbit
Chapter 13 “Not at Home”
LINK to The Hobbit – Ask students to do a close reading of the first section of Chapter 13 examining how the connotations of the language used by Tolkien establish tone. What is the tone in this first section? How do the words reveal the tone? Students should support their ideas with textual evidence.
EXTENDED ORAL PROJECT Give Feedback
33 FIRST READ Travels with Charley
BLAST Style
The Hobbit
Chapter 14 “Fire and Water”
COMPARE to The Story of the Volsungs
LINK to The Hobbit – In the SyncTV episode, Mia suggests that perhaps Steinbeck is trying to, “let the world make a mark on him.” In what ways do you think Bilbo’s travels and adventures will leave a mark on him?
EXTENDED ORAL PROJECT Practice with Notecards
34 SKILL Informational Text Elements
The Hobbit
Chapter 15 “The Gathering of the Clouds”
COMPARE to The Merchant of Venice
LINK to The Hobbit – Ask students to write a news article about Smaug’s death combining information from Chapter 14 and the report by the raven in Chapter 15. Remind them that news articles, unlike travel essays, must focus strictly on facts and include informational text elements.
EXTENDED ORAL PROJECT Practice without Notecards
35 CLOSE READ Travels with Charley
EXTENDED WRITING PROJECT
Revise
The Hobbit
Chapter 16 “A Thief in the Night”
LINK to The Hobbit – Like John Steinbeck, Bilbo gains insights about life, the world around him, and about himself on his journey with the dwarves. Brainstorm what Bilbo has learned on his journey.
RE-READ 1 Barrio Boy
Page 11 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
36 FIRST READ “Apollo 13: Mission Highlights”
The Hobbit
Chapter 17 “The Clouds Burst”
LINK to The Hobbit – Chapter 17 is an action packed chapter. Ask students to rewrite the chapter as a series of highlights to mirror the format that the
“Apollo 13: Mission Highlights”. The highlights should identify and briefly state the main events. Encourage students to include technical language when appropriate.
RE-READ 2 Barrio Boy
37 SKILL Technical Language
SKILL Sources and Citations
The Hobbit
Chapter 18 “The Return Journey”
LINK to The Hobbit – Have students research technical language that is specific to war or battle. Then allow them time to write a short summary of the end of the battle (as described by Gandalf) using as much technical language as possible.
SKILL Central or Main Idea
38 SKILL Greek and Latin Af-fixes and Roots
CLOSE READ “Apollo 13: Mission Highlights”
EXTENDED WRITING PROJECT
Edit, Proofread, Publish
WATCH Central or Main Idea
39 BLAST Spacing Out
BLAST Blast Off!
The Hobbit
Chapter 19 “The Last Stage”
COMPARE to “Imagination and Reality in the Odes”
LINK to The Hobbit – What did Bilbo do when he ran into obstacles while on his adventure with the dwarves? What did Bilbo learn about himself from the way he handled the obstacles in his path?
SKILL
Informational Text Structure
169
Page 10 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
32 CLOSE READ “New Directions”
The Hobbit
Chapter 13 “Not at Home”
LINK to The Hobbit – Ask students to do a close reading of the first section of Chapter 13 examining how the connotations of the language used by Tolkien establish tone. What is the tone in this first section? How do the words reveal the tone? Students should support their ideas with textual evidence.
EXTENDED ORAL PROJECT Give Feedback
33 FIRST READ Travels with Charley
BLAST Style
The Hobbit
Chapter 14 “Fire and Water”
COMPARE to The Story of the Volsungs
LINK to The Hobbit – In the SyncTV episode, Mia suggests that perhaps Steinbeck is trying to, “let the world make a mark on him.” In what ways do you think Bilbo’s travels and adventures will leave a mark on him?
EXTENDED ORAL PROJECT Practice with Notecards
34 SKILL Informational Text Elements
The Hobbit
Chapter 15 “The Gathering of the Clouds”
COMPARE to The Merchant of Venice
LINK to The Hobbit – Ask students to write a news article about Smaug’s death combining information from Chapter 14 and the report by the raven in Chapter 15. Remind them that news articles, unlike travel essays, must focus strictly on facts and include informational text elements.
EXTENDED ORAL PROJECT Practice without Notecards
35 CLOSE READ Travels with Charley
EXTENDED WRITING PROJECT
Revise
The Hobbit
Chapter 16 “A Thief in the Night”
LINK to The Hobbit – Like John Steinbeck, Bilbo gains insights about life, the world around him, and about himself on his journey with the dwarves. Brainstorm what Bilbo has learned on his journey.
RE-READ 1 Barrio Boy
Page 11 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
36 FIRST READ “Apollo 13: Mission Highlights”
The Hobbit
Chapter 17 “The Clouds Burst”
LINK to The Hobbit – Chapter 17 is an action packed chapter. Ask students to rewrite the chapter as a series of highlights to mirror the format that the
“Apollo 13: Mission Highlights”. The highlights should identify and briefly state the main events. Encourage students to include technical language when appropriate.
RE-READ 2 Barrio Boy
37 SKILL Technical Language
SKILL Sources and Citations
The Hobbit
Chapter 18 “The Return Journey”
LINK to The Hobbit – Have students research technical language that is specific to war or battle. Then allow them time to write a short summary of the end of the battle (as described by Gandalf) using as much technical language as possible.
SKILL Central or Main Idea
38 SKILL Greek and Latin Af-fixes and Roots
CLOSE READ “Apollo 13: Mission Highlights”
EXTENDED WRITING PROJECT
Edit, Proofread, Publish
WATCH Central or Main Idea
39 BLAST Spacing Out
BLAST Blast Off!
The Hobbit
Chapter 19 “The Last Stage”
COMPARE to “Imagination and Reality in the Odes”
LINK to The Hobbit – What did Bilbo do when he ran into obstacles while on his adventure with the dwarves? What did Bilbo learn about himself from the way he handled the obstacles in his path?
SKILL
Informational Text Structure
169
Page 10 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
32 CLOSE READ “New Directions”
The Hobbit
Chapter 13 “Not at Home”
LINK to The Hobbit – Ask students to do a close reading of the first section of Chapter 13 examining how the connotations of the language used by Tolkien establish tone. What is the tone in this first section? How do the words reveal the tone? Students should support their ideas with textual evidence.
EXTENDED ORAL PROJECT Give Feedback
33 FIRST READ Travels with Charley
BLAST Style
The Hobbit
Chapter 14 “Fire and Water”
COMPARE to The Story of the Volsungs
LINK to The Hobbit – In the SyncTV episode, Mia suggests that perhaps Steinbeck is trying to, “let the world make a mark on him.” In what ways do you think Bilbo’s travels and adventures will leave a mark on him?
EXTENDED ORAL PROJECT Practice with Notecards
34 SKILL Informational Text Elements
The Hobbit
Chapter 15 “The Gathering of the Clouds”
COMPARE to The Merchant of Venice
LINK to The Hobbit – Ask students to write a news article about Smaug’s death combining information from Chapter 14 and the report by the raven in Chapter 15. Remind them that news articles, unlike travel essays, must focus strictly on facts and include informational text elements.
EXTENDED ORAL PROJECT Practice without Notecards
35 CLOSE READ Travels with Charley
EXTENDED WRITING PROJECT
Revise
The Hobbit
Chapter 16 “A Thief in the Night”
LINK to The Hobbit – Like John Steinbeck, Bilbo gains insights about life, the world around him, and about himself on his journey with the dwarves. Brainstorm what Bilbo has learned on his journey.
RE-READ 1 Barrio Boy
Page 11 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
36 FIRST READ “Apollo 13: Mission Highlights”
The Hobbit
Chapter 17 “The Clouds Burst”
LINK to The Hobbit – Chapter 17 is an action packed chapter. Ask students to rewrite the chapter as a series of highlights to mirror the format that the
“Apollo 13: Mission Highlights”. The highlights should identify and briefly state the main events. Encourage students to include technical language when appropriate.
RE-READ 2 Barrio Boy
37 SKILL Technical Language
SKILL Sources and Citations
The Hobbit
Chapter 18 “The Return Journey”
LINK to The Hobbit – Have students research technical language that is specific to war or battle. Then allow them time to write a short summary of the end of the battle (as described by Gandalf) using as much technical language as possible.
SKILL Central or Main Idea
38 SKILL Greek and Latin Af-fixes and Roots
CLOSE READ “Apollo 13: Mission Highlights”
EXTENDED WRITING PROJECT
Edit, Proofread, Publish
WATCH Central or Main Idea
39 BLAST Spacing Out
BLAST Blast Off!
The Hobbit
Chapter 19 “The Last Stage”
COMPARE to “Imagination and Reality in the Odes”
LINK to The Hobbit – What did Bilbo do when he ran into obstacles while on his adventure with the dwarves? What did Bilbo learn about himself from the way he handled the obstacles in his path?
SKILL
Informational Text Structure
169
Page 10 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
32 CLOSE READ “New Directions”
The Hobbit
Chapter 13 “Not at Home”
LINK to The Hobbit – Ask students to do a close reading of the first section of Chapter 13 examining how the connotations of the language used by Tolkien establish tone. What is the tone in this first section? How do the words reveal the tone? Students should support their ideas with textual evidence.
EXTENDED ORAL PROJECT Give Feedback
33 FIRST READ Travels with Charley
BLAST Style
The Hobbit
Chapter 14 “Fire and Water”
COMPARE to The Story of the Volsungs
LINK to The Hobbit – In the SyncTV episode, Mia suggests that perhaps Steinbeck is trying to, “let the world make a mark on him.” In what ways do you think Bilbo’s travels and adventures will leave a mark on him?
EXTENDED ORAL PROJECT Practice with Notecards
34 SKILL Informational Text Elements
The Hobbit
Chapter 15 “The Gathering of the Clouds”
COMPARE to The Merchant of Venice
LINK to The Hobbit – Ask students to write a news article about Smaug’s death combining information from Chapter 14 and the report by the raven in Chapter 15. Remind them that news articles, unlike travel essays, must focus strictly on facts and include informational text elements.
EXTENDED ORAL PROJECT Practice without Notecards
35 CLOSE READ Travels with Charley
EXTENDED WRITING PROJECT
Revise
The Hobbit
Chapter 16 “A Thief in the Night”
LINK to The Hobbit – Like John Steinbeck, Bilbo gains insights about life, the world around him, and about himself on his journey with the dwarves. Brainstorm what Bilbo has learned on his journey.
RE-READ 1 Barrio Boy
Page 11 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
36 FIRST READ “Apollo 13: Mission Highlights”
The Hobbit
Chapter 17 “The Clouds Burst”
LINK to The Hobbit – Chapter 17 is an action packed chapter. Ask students to rewrite the chapter as a series of highlights to mirror the format that the
“Apollo 13: Mission Highlights”. The highlights should identify and briefly state the main events. Encourage students to include technical language when appropriate.
RE-READ 2 Barrio Boy
37 SKILL Technical Language
SKILL Sources and Citations
The Hobbit
Chapter 18 “The Return Journey”
LINK to The Hobbit – Have students research technical language that is specific to war or battle. Then allow them time to write a short summary of the end of the battle (as described by Gandalf) using as much technical language as possible.
SKILL Central or Main Idea
38 SKILL Greek and Latin Af-fixes and Roots
CLOSE READ “Apollo 13: Mission Highlights”
EXTENDED WRITING PROJECT
Edit, Proofread, Publish
WATCH Central or Main Idea
39 BLAST Spacing Out
BLAST Blast Off!
The Hobbit
Chapter 19 “The Last Stage”
COMPARE to “Imagination and Reality in the Odes”
LINK to The Hobbit – What did Bilbo do when he ran into obstacles while on his adventure with the dwarves? What did Bilbo learn about himself from the way he handled the obstacles in his path?
SKILL
Informational Text Structure
169
Page 10 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
32 CLOSE READ “New Directions”
The Hobbit
Chapter 13 “Not at Home”
LINK to The Hobbit – Ask students to do a close reading of the first section of Chapter 13 examining how the connotations of the language used by Tolkien establish tone. What is the tone in this first section? How do the words reveal the tone? Students should support their ideas with textual evidence.
EXTENDED ORAL PROJECT Give Feedback
33 FIRST READ Travels with Charley
BLAST Style
The Hobbit
Chapter 14 “Fire and Water”
COMPARE to The Story of the Volsungs
LINK to The Hobbit – In the SyncTV episode, Mia suggests that perhaps Steinbeck is trying to, “let the world make a mark on him.” In what ways do you think Bilbo’s travels and adventures will leave a mark on him?
EXTENDED ORAL PROJECT Practice with Notecards
34 SKILL Informational Text Elements
The Hobbit
Chapter 15 “The Gathering of the Clouds”
COMPARE to The Merchant of Venice
LINK to The Hobbit – Ask students to write a news article about Smaug’s death combining information from Chapter 14 and the report by the raven in Chapter 15. Remind them that news articles, unlike travel essays, must focus strictly on facts and include informational text elements.
EXTENDED ORAL PROJECT Practice without Notecards
35 CLOSE READ Travels with Charley
EXTENDED WRITING PROJECT
Revise
The Hobbit
Chapter 16 “A Thief in the Night”
LINK to The Hobbit – Like John Steinbeck, Bilbo gains insights about life, the world around him, and about himself on his journey with the dwarves. Brainstorm what Bilbo has learned on his journey.
RE-READ 1 Barrio Boy
Page 11 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
36 FIRST READ “Apollo 13: Mission Highlights”
The Hobbit
Chapter 17 “The Clouds Burst”
LINK to The Hobbit – Chapter 17 is an action packed chapter. Ask students to rewrite the chapter as a series of highlights to mirror the format that the
“Apollo 13: Mission Highlights”. The highlights should identify and briefly state the main events. Encourage students to include technical language when appropriate.
RE-READ 2 Barrio Boy
37 SKILL Technical Language
SKILL Sources and Citations
The Hobbit
Chapter 18 “The Return Journey”
LINK to The Hobbit – Have students research technical language that is specific to war or battle. Then allow them time to write a short summary of the end of the battle (as described by Gandalf) using as much technical language as possible.
SKILL Central or Main Idea
38 SKILL Greek and Latin Af-fixes and Roots
CLOSE READ “Apollo 13: Mission Highlights”
EXTENDED WRITING PROJECT
Edit, Proofread, Publish
WATCH Central or Main Idea
39 BLAST Spacing Out
BLAST Blast Off!
The Hobbit
Chapter 19 “The Last Stage”
COMPARE to “Imagination and Reality in the Odes”
LINK to The Hobbit – What did Bilbo do when he ran into obstacles while on his adventure with the dwarves? What did Bilbo learn about himself from the way he handled the obstacles in his path?
SKILL
Informational Text Structure
7.RN.2.3, 7.RV.2.3, 7.RV.3.2, 7.RV.3.3
7.W.3.2
7.W.3.2, 7.W.6.1d
7.SL.4.2
7.RV.1, 7.RV.2.5, 7.RV.3.2
7.RV.1, 7.RV.3.2
7.RN.2.1, 7.W.3.1, 7.W.4, 7.SL.2.2, 7.SL.2.4, 7.SL.2.5
7.RN.2.1, 7.W.3.1, 7.W.4, 7.SL.2.2, 7.SL.2.4, 7.SL.2.5
7.RV.1, 7.W.3.2, 7.W.6.1d, 7.W.6.1e, 7.W.6.2a, 7.W.6.2c
7.RV.2.4
7.W.3.2, 7.W.5
19
170
Page 12 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
40 FIRST READ “Rikki-Tikki-Tavi”
SKILL Theme
SKILL Word Meaning
SKILL
Express Opinions
41 CLOSE READ “Rikki-Tikki-Tavi”
EXTENDED ORAL PROJECT Present
42 FIRST READ The Call of the Wild
SKILL Media
EXTENDED ORAL PROJECT Present
43 CLOSE READ
The Call of the Wild
BLAST
Where Do We Go From Here?
EXTENDED ORAL PROJECT Present
44 ASSESSMENT
StudySync Grade 7 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 7 Unit 1 Assessment
45 ASSESSMENT
StudySync Grade 7 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 7 Unit 1 Assessment
Pacing Guide | Grade 7, Unit 1mheonline.com/studysync
PURPOSE
This pacing guide will help you utilize the wealth of resources offered in each StudySync Core ELA and English Learner unit. The pacing guide weaves lessons from every segment of this Core ELA unit: the Instructional Path, Extended Writing Project, Research Project, and Full-Text Study. An additional column helps you align Core ELA unit content with lessons from its companion English Learner unit.
The pacing guide presents a suggested plan to cover all content in this unit. You may cover all of these lessons in class, or you may decide to divide the assignments between in-class work and homework. Of course, no one understands your students’ needs like you do, and one of the key benefits of StudySync is the ease with which you can adapt, alter, eliminate, or re-organize lessons to best meet the needs of your students. The Shortcuts and Additional Activities section at the end of this pacing guide contains
recommendations to help in that regard.
ORGANIZATION
The pacing guide divides the unit into 45 days. Instructional days often have more than a single task. For example, all of the activities on row 1 are suggested to be covered on the first instructional day. Pacing is based on an assumption of 50-minute instructional days, but since schedules vary from school to school youmay need to modify the suggested pacing to fit your unique needs.
The column labeled “Full-text Study Connections” often identifies other texts in the StudySync Library that complement the chapter in the Full-text Study students are reading on a particular day. Though these comparative texts are not considered part of the 45 days of Core ELA instruction for this unit, they are listed in the pacing guide in case you would like to include additional texts as part of this unit.
There are no activities or lessons planned for the final two days of the unit, which are dedicated to assessment.
PACING GUIDE
GRADE 7, UNIT 1: IN PURSUIT What drives us to undertake a mission?
170
Page 12 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
40 FIRST READ “Rikki-Tikki-Tavi”
SKILL Theme
SKILL Word Meaning
SKILL
Express Opinions
41 CLOSE READ “Rikki-Tikki-Tavi”
EXTENDED ORAL PROJECT Present
42 FIRST READ The Call of the Wild
SKILL Media
EXTENDED ORAL PROJECT Present
43 CLOSE READ
The Call of the Wild
BLAST
Where Do We Go From Here?
EXTENDED ORAL PROJECT Present
44 ASSESSMENT
StudySync Grade 7 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 7 Unit 1 Assessment
45 ASSESSMENT
StudySync Grade 7 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 7 Unit 1 Assessment
Pacing Guide | Grade 7, Unit 1mheonline.com/studysync
PURPOSE
This pacing guide will help you utilize the wealth of resources offered in each StudySync Core ELA and English Learner unit. The pacing guide weaves lessons from every segment of this Core ELA unit: the Instructional Path, Extended Writing Project, Research Project, and Full-Text Study. An additional column helps you align Core ELA unit content with lessons from its companion English Learner unit.
The pacing guide presents a suggested plan to cover all content in this unit. You may cover all of these lessons in class, or you may decide to divide the assignments between in-class work and homework. Of course, no one understands your students’ needs like you do, and one of the key benefits of StudySync is the ease with which you can adapt, alter, eliminate, or re-organize lessons to best meet the needs of your students. The Shortcuts and Additional Activities section at the end of this pacing guide contains
recommendations to help in that regard.
ORGANIZATION
The pacing guide divides the unit into 45 days. Instructional days often have more than a single task. For example, all of the activities on row 1 are suggested to be covered on the first instructional day. Pacing is based on an assumption of 50-minute instructional days, but since schedules vary from school to school youmay need to modify the suggested pacing to fit your unique needs.
The column labeled “Full-text Study Connections” often identifies other texts in the StudySync Library that complement the chapter in the Full-text Study students are reading on a particular day. Though these comparative texts are not considered part of the 45 days of Core ELA instruction for this unit, they are listed in the pacing guide in case you would like to include additional texts as part of this unit.
There are no activities or lessons planned for the final two days of the unit, which are dedicated to assessment.
PACING GUIDE
GRADE 7, UNIT 1: IN PURSUIT What drives us to undertake a mission?
170
Page 12 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
40 FIRST READ “Rikki-Tikki-Tavi”
SKILL Theme
SKILL Word Meaning
SKILL
Express Opinions
41 CLOSE READ “Rikki-Tikki-Tavi”
EXTENDED ORAL PROJECT Present
42 FIRST READ The Call of the Wild
SKILL Media
EXTENDED ORAL PROJECT Present
43 CLOSE READ
The Call of the Wild
BLAST
Where Do We Go From Here?
EXTENDED ORAL PROJECT Present
44 ASSESSMENT
StudySync Grade 7 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 7 Unit 1 Assessment
45 ASSESSMENT
StudySync Grade 7 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 7 Unit 1 Assessment
Pacing Guide | Grade 7, Unit 1mheonline.com/studysync
PURPOSE
This pacing guide will help you utilize the wealth of resources offered in each StudySync Core ELA and English Learner unit. The pacing guide weaves lessons from every segment of this Core ELA unit: the Instructional Path, Extended Writing Project, Research Project, and Full-Text Study. An additional column helps you align Core ELA unit content with lessons from its companion English Learner unit.
The pacing guide presents a suggested plan to cover all content in this unit. You may cover all of these lessons in class, or you may decide to divide the assignments between in-class work and homework. Of course, no one understands your students’ needs like you do, and one of the key benefits of StudySync is the ease with which you can adapt, alter, eliminate, or re-organize lessons to best meet the needs of your students. The Shortcuts and Additional Activities section at the end of this pacing guide contains
recommendations to help in that regard.
ORGANIZATION
The pacing guide divides the unit into 45 days. Instructional days often have more than a single task. For example, all of the activities on row 1 are suggested to be covered on the first instructional day. Pacing is based on an assumption of 50-minute instructional days, but since schedules vary from school to school youmay need to modify the suggested pacing to fit your unique needs.
The column labeled “Full-text Study Connections” often identifies other texts in the StudySync Library that complement the chapter in the Full-text Study students are reading on a particular day. Though these comparative texts are not considered part of the 45 days of Core ELA instruction for this unit, they are listed in the pacing guide in case you would like to include additional texts as part of this unit.
There are no activities or lessons planned for the final two days of the unit, which are dedicated to assessment.
PACING GUIDE
GRADE 7, UNIT 1: IN PURSUIT What drives us to undertake a mission?
170
Page 12 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
40 FIRST READ “Rikki-Tikki-Tavi”
SKILL Theme
SKILL Word Meaning
SKILL
Express Opinions
41 CLOSE READ “Rikki-Tikki-Tavi”
EXTENDED ORAL PROJECT Present
42 FIRST READ The Call of the Wild
SKILL Media
EXTENDED ORAL PROJECT Present
43 CLOSE READ
The Call of the Wild
BLAST
Where Do We Go From Here?
EXTENDED ORAL PROJECT Present
44 ASSESSMENT
StudySync Grade 7 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 7 Unit 1 Assessment
45 ASSESSMENT
StudySync Grade 7 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 7 Unit 1 Assessment
Pacing Guide | Grade 7, Unit 1mheonline.com/studysync
PURPOSE
This pacing guide will help you utilize the wealth of resources offered in each StudySync Core ELA and English Learner unit. The pacing guide weaves lessons from every segment of this Core ELA unit: the Instructional Path, Extended Writing Project, Research Project, and Full-Text Study. An additional column helps you align Core ELA unit content with lessons from its companion English Learner unit.
The pacing guide presents a suggested plan to cover all content in this unit. You may cover all of these lessons in class, or you may decide to divide the assignments between in-class work and homework. Of course, no one understands your students’ needs like you do, and one of the key benefits of StudySync is the ease with which you can adapt, alter, eliminate, or re-organize lessons to best meet the needs of your students. The Shortcuts and Additional Activities section at the end of this pacing guide contains
recommendations to help in that regard.
ORGANIZATION
The pacing guide divides the unit into 45 days. Instructional days often have more than a single task. For example, all of the activities on row 1 are suggested to be covered on the first instructional day. Pacing is based on an assumption of 50-minute instructional days, but since schedules vary from school to school youmay need to modify the suggested pacing to fit your unique needs.
The column labeled “Full-text Study Connections” often identifies other texts in the StudySync Library that complement the chapter in the Full-text Study students are reading on a particular day. Though these comparative texts are not considered part of the 45 days of Core ELA instruction for this unit, they are listed in the pacing guide in case you would like to include additional texts as part of this unit.
There are no activities or lessons planned for the final two days of the unit, which are dedicated to assessment.
PACING GUIDE
GRADE 7, UNIT 1: IN PURSUIT What drives us to undertake a mission?
170
Page 12 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
40 FIRST READ “Rikki-Tikki-Tavi”
SKILL Theme
SKILL Word Meaning
SKILL
Express Opinions
41 CLOSE READ “Rikki-Tikki-Tavi”
EXTENDED ORAL PROJECT Present
42 FIRST READ The Call of the Wild
SKILL Media
EXTENDED ORAL PROJECT Present
43 CLOSE READ
The Call of the Wild
BLAST
Where Do We Go From Here?
EXTENDED ORAL PROJECT Present
44 ASSESSMENT
StudySync Grade 7 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 7 Unit 1 Assessment
45 ASSESSMENT
StudySync Grade 7 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 7 Unit 1 Assessment
Pacing Guide | Grade 7, Unit 1mheonline.com/studysync
PURPOSE
This pacing guide will help you utilize the wealth of resources offered in each StudySync Core ELA and English Learner unit. The pacing guide weaves lessons from every segment of this Core ELA unit: the Instructional Path, Extended Writing Project, Research Project, and Full-Text Study. An additional column helps you align Core ELA unit content with lessons from its companion English Learner unit.
The pacing guide presents a suggested plan to cover all content in this unit. You may cover all of these lessons in class, or you may decide to divide the assignments between in-class work and homework. Of course, no one understands your students’ needs like you do, and one of the key benefits of StudySync is the ease with which you can adapt, alter, eliminate, or re-organize lessons to best meet the needs of your students. The Shortcuts and Additional Activities section at the end of this pacing guide contains
recommendations to help in that regard.
ORGANIZATION
The pacing guide divides the unit into 45 days. Instructional days often have more than a single task. For example, all of the activities on row 1 are suggested to be covered on the first instructional day. Pacing is based on an assumption of 50-minute instructional days, but since schedules vary from school to school youmay need to modify the suggested pacing to fit your unique needs.
The column labeled “Full-text Study Connections” often identifies other texts in the StudySync Library that complement the chapter in the Full-text Study students are reading on a particular day. Though these comparative texts are not considered part of the 45 days of Core ELA instruction for this unit, they are listed in the pacing guide in case you would like to include additional texts as part of this unit.
There are no activities or lessons planned for the final two days of the unit, which are dedicated to assessment.
PACING GUIDE
GRADE 7, UNIT 1: IN PURSUIT What drives us to undertake a mission?
170
Page 12 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
40 FIRST READ “Rikki-Tikki-Tavi”
SKILL Theme
SKILL Word Meaning
SKILL
Express Opinions
41 CLOSE READ “Rikki-Tikki-Tavi”
EXTENDED ORAL PROJECT Present
42 FIRST READ The Call of the Wild
SKILL Media
EXTENDED ORAL PROJECT Present
43 CLOSE READ
The Call of the Wild
BLAST
Where Do We Go From Here?
EXTENDED ORAL PROJECT Present
44 ASSESSMENT
StudySync Grade 7 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 7 Unit 1 Assessment
45 ASSESSMENT
StudySync Grade 7 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 7 Unit 1 Assessment
Pacing Guide | Grade 7, Unit 1mheonline.com/studysync
PURPOSE
This pacing guide will help you utilize the wealth of resources offered in each StudySync Core ELA and English Learner unit. The pacing guide weaves lessons from every segment of this Core ELA unit: the Instructional Path, Extended Writing Project, Research Project, and Full-Text Study. An additional column helps you align Core ELA unit content with lessons from its companion English Learner unit.
The pacing guide presents a suggested plan to cover all content in this unit. You may cover all of these lessons in class, or you may decide to divide the assignments between in-class work and homework. Of course, no one understands your students’ needs like you do, and one of the key benefits of StudySync is the ease with which you can adapt, alter, eliminate, or re-organize lessons to best meet the needs of your students. The Shortcuts and Additional Activities section at the end of this pacing guide contains
recommendations to help in that regard.
ORGANIZATION
The pacing guide divides the unit into 45 days. Instructional days often have more than a single task. For example, all of the activities on row 1 are suggested to be covered on the first instructional day. Pacing is based on an assumption of 50-minute instructional days, but since schedules vary from school to school youmay need to modify the suggested pacing to fit your unique needs.
The column labeled “Full-text Study Connections” often identifies other texts in the StudySync Library that complement the chapter in the Full-text Study students are reading on a particular day. Though these comparative texts are not considered part of the 45 days of Core ELA instruction for this unit, they are listed in the pacing guide in case you would like to include additional texts as part of this unit.
There are no activities or lessons planned for the final two days of the unit, which are dedicated to assessment.
PACING GUIDE
GRADE 7, UNIT 1: IN PURSUIT What drives us to undertake a mission?
170
Page 12 Pacing Guide | Grade 6, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONALPATH AND EXTENDED
ORAL PROJECT
mheonline.com/studysync
40 FIRST READ “Rikki-Tikki-Tavi”
SKILL Theme
SKILL Word Meaning
SKILL
Express Opinions
41 CLOSE READ “Rikki-Tikki-Tavi”
EXTENDED ORAL PROJECT Present
42 FIRST READ The Call of the Wild
SKILL Media
EXTENDED ORAL PROJECT Present
43 CLOSE READ
The Call of the Wild
BLAST
Where Do We Go From Here?
EXTENDED ORAL PROJECT Present
44 ASSESSMENT
StudySync Grade 7 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 7 Unit 1 Assessment
45 ASSESSMENT
StudySync Grade 7 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 7 Unit 1 Assessment
Pacing Guide | Grade 7, Unit 1mheonline.com/studysync
PURPOSE
This pacing guide will help you utilize the wealth of resources offered in each StudySync Core ELA and English Learner unit. The pacing guide weaves lessons from every segment of this Core ELA unit: the Instructional Path, Extended Writing Project, Research Project, and Full-Text Study. An additional column helps you align Core ELA unit content with lessons from its companion English Learner unit.
The pacing guide presents a suggested plan to cover all content in this unit. You may cover all of these lessons in class, or you may decide to divide the assignments between in-class work and homework. Of course, no one understands your students’ needs like you do, and one of the key benefits of StudySync is the ease with which you can adapt, alter, eliminate, or re-organize lessons to best meet the needs of your students. The Shortcuts and Additional Activities section at the end of this pacing guide contains
recommendations to help in that regard.
ORGANIZATION
The pacing guide divides the unit into 45 days. Instructional days often have more than a single task. For example, all of the activities on row 1 are suggested to be covered on the first instructional day. Pacing is based on an assumption of 50-minute instructional days, but since schedules vary from school to school youmay need to modify the suggested pacing to fit your unique needs.
The column labeled “Full-text Study Connections” often identifies other texts in the StudySync Library that complement the chapter in the Full-text Study students are reading on a particular day. Though these comparative texts are not considered part of the 45 days of Core ELA instruction for this unit, they are listed in the pacing guide in case you would like to include additional texts as part of this unit.
There are no activities or lessons planned for the final two days of the unit, which are dedicated to assessment.
PACING GUIDE
GRADE 7, UNIT 1: IN PURSUIT What drives us to undertake a mission?
7.RL.2.2
7.RV.2.1, 7.RV.2.5
7.RL.2.2
7.RL.1
7.RL.4.1, 7.RN.4.2, 7.ML.2.1, 7.ML.2.2
7.RL.1, 7.RL.4.1, 7.RN.4.2
7.RN.2.1, 7.W.3.1, 7.W.4, 7.SL.2.2, 7.SL.2.4, 7.SL.2.5
20
21
Grade 8 Pacing and Correlation
Guide Sampler
22
195
Page 2 Pacing Guide | Grade 8, Unit 1mheonline.com/studysync
1 UNIT PREVIEW
BLAST Suspense!
SPEAKING & LISTENING HANDBOOK
Handbook “Research Using Various Media” Section
RESEARCH PROJECT PART I
Introduce research project and allow students time to research examples of suspense in different mediums from past to the present – radio stories, articles, films, documentaries.
INTRODUCTION Suspense!
2 FIRST READ “Let ‘Em Play God”
RESEARCH PROJECT PART II
Ask students to find examples of suspense stories, articles, films and/or documentaries. Have them watch, listen, or read at least 2 suspense stories told in different mediums (e.g. Alfred Hitchcock vs. Edgar Allen Poe) and discuss impact of each medium.
BLAST Suspense!
3 SKILL Author’s Purpose and Point of View
SKILL Word Meaning
RESEARCH PROJECT PART III
Assign groups topics (see list) and begin research (in class and/or online).
FIRST READ “How to Create Suspense”
CORE ELA UNIT ENGLISH LEARNER UNIT
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
Page 3 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
4 CLOSE READ “Let ‘Em Play God”
RESEARCH PROJECT PART III CONT.
Students should continue to research.
RE-READ 1 “How to Create Suspense”
5 FIRST READ “The Monkey’s Paw”
RESEARCH PROJECT PART III CONT.
Students should continue to research.
RE-READ 2 “How to Create Suspense”
6 SKILL Theme
RESEARCH PROJECT PART IV
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
SKILL Author’s Purpose and Point of View
7 SKILL Story Elements
RESEARCH PROJECT PART IV CONT.
Students should continue working to create their presentations.
SKILL Textual Evidence
8 CLOSE READ “The Monkey’s Paw”
RESEARCH PROJECT PART IV CONT.
Students should continue working to create their presentations.
RE-READ 1 “Let ‘Em Play God”
9 BLAST Make a Wish
RESEARCH PROJECT PART IV CONT.
Students should continue working to create their presentations.
RE-READ 2 “Let ‘Em Play God”
195
Page 2 Pacing Guide | Grade 8, Unit 1mheonline.com/studysync
1 UNIT PREVIEW
BLAST Suspense!
SPEAKING & LISTENING HANDBOOK
Handbook “Research Using Various Media” Section
RESEARCH PROJECT PART I
Introduce research project and allow students time to research examples of suspense in different mediums from past to the present – radio stories, articles, films, documentaries.
INTRODUCTION Suspense!
2 FIRST READ “Let ‘Em Play God”
RESEARCH PROJECT PART II
Ask students to find examples of suspense stories, articles, films and/or documentaries. Have them watch, listen, or read at least 2 suspense stories told in different mediums (e.g. Alfred Hitchcock vs. Edgar Allen Poe) and discuss impact of each medium.
BLAST Suspense!
3 SKILL Author’s Purpose and Point of View
SKILL Word Meaning
RESEARCH PROJECT PART III
Assign groups topics (see list) and begin research (in class and/or online).
FIRST READ “How to Create Suspense”
CORE ELA UNIT ENGLISH LEARNER UNIT
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
Page 3 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
4 CLOSE READ “Let ‘Em Play God”
RESEARCH PROJECT PART III CONT.
Students should continue to research.
RE-READ 1 “How to Create Suspense”
5 FIRST READ “The Monkey’s Paw”
RESEARCH PROJECT PART III CONT.
Students should continue to research.
RE-READ 2 “How to Create Suspense”
6 SKILL Theme
RESEARCH PROJECT PART IV
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
SKILL Author’s Purpose and Point of View
7 SKILL Story Elements
RESEARCH PROJECT PART IV CONT.
Students should continue working to create their presentations.
SKILL Textual Evidence
8 CLOSE READ “The Monkey’s Paw”
RESEARCH PROJECT PART IV CONT.
Students should continue working to create their presentations.
RE-READ 1 “Let ‘Em Play God”
9 BLAST Make a Wish
RESEARCH PROJECT PART IV CONT.
Students should continue working to create their presentations.
RE-READ 2 “Let ‘Em Play God”
195
Page 2 Pacing Guide | Grade 8, Unit 1mheonline.com/studysync
1 UNIT PREVIEW
BLAST Suspense!
SPEAKING & LISTENING HANDBOOK
Handbook “Research Using Various Media” Section
RESEARCH PROJECT PART I
Introduce research project and allow students time to research examples of suspense in different mediums from past to the present – radio stories, articles, films, documentaries.
INTRODUCTION Suspense!
2 FIRST READ “Let ‘Em Play God”
RESEARCH PROJECT PART II
Ask students to find examples of suspense stories, articles, films and/or documentaries. Have them watch, listen, or read at least 2 suspense stories told in different mediums (e.g. Alfred Hitchcock vs. Edgar Allen Poe) and discuss impact of each medium.
BLAST Suspense!
3 SKILL Author’s Purpose and Point of View
SKILL Word Meaning
RESEARCH PROJECT PART III
Assign groups topics (see list) and begin research (in class and/or online).
FIRST READ “How to Create Suspense”
CORE ELA UNIT ENGLISH LEARNER UNIT
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
Page 3 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
4 CLOSE READ “Let ‘Em Play God”
RESEARCH PROJECT PART III CONT.
Students should continue to research.
RE-READ 1 “How to Create Suspense”
5 FIRST READ “The Monkey’s Paw”
RESEARCH PROJECT PART III CONT.
Students should continue to research.
RE-READ 2 “How to Create Suspense”
6 SKILL Theme
RESEARCH PROJECT PART IV
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
SKILL Author’s Purpose and Point of View
7 SKILL Story Elements
RESEARCH PROJECT PART IV CONT.
Students should continue working to create their presentations.
SKILL Textual Evidence
8 CLOSE READ “The Monkey’s Paw”
RESEARCH PROJECT PART IV CONT.
Students should continue working to create their presentations.
RE-READ 1 “Let ‘Em Play God”
9 BLAST Make a Wish
RESEARCH PROJECT PART IV CONT.
Students should continue working to create their presentations.
RE-READ 2 “Let ‘Em Play God”
195
Page 2 Pacing Guide | Grade 8, Unit 1mheonline.com/studysync
1 UNIT PREVIEW
BLAST Suspense!
SPEAKING & LISTENING HANDBOOK
Handbook “Research Using Various Media” Section
RESEARCH PROJECT PART I
Introduce research project and allow students time to research examples of suspense in different mediums from past to the present – radio stories, articles, films, documentaries.
INTRODUCTION Suspense!
2 FIRST READ “Let ‘Em Play God”
RESEARCH PROJECT PART II
Ask students to find examples of suspense stories, articles, films and/or documentaries. Have them watch, listen, or read at least 2 suspense stories told in different mediums (e.g. Alfred Hitchcock vs. Edgar Allen Poe) and discuss impact of each medium.
BLAST Suspense!
3 SKILL Author’s Purpose and Point of View
SKILL Word Meaning
RESEARCH PROJECT PART III
Assign groups topics (see list) and begin research (in class and/or online).
FIRST READ “How to Create Suspense”
CORE ELA UNIT ENGLISH LEARNER UNIT
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
Page 3 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
4 CLOSE READ “Let ‘Em Play God”
RESEARCH PROJECT PART III CONT.
Students should continue to research.
RE-READ 1 “How to Create Suspense”
5 FIRST READ “The Monkey’s Paw”
RESEARCH PROJECT PART III CONT.
Students should continue to research.
RE-READ 2 “How to Create Suspense”
6 SKILL Theme
RESEARCH PROJECT PART IV
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
SKILL Author’s Purpose and Point of View
7 SKILL Story Elements
RESEARCH PROJECT PART IV CONT.
Students should continue working to create their presentations.
SKILL Textual Evidence
8 CLOSE READ “The Monkey’s Paw”
RESEARCH PROJECT PART IV CONT.
Students should continue working to create their presentations.
RE-READ 1 “Let ‘Em Play God”
9 BLAST Make a Wish
RESEARCH PROJECT PART IV CONT.
Students should continue working to create their presentations.
RE-READ 2 “Let ‘Em Play God”
195
Page 2 Pacing Guide | Grade 8, Unit 1mheonline.com/studysync
1 UNIT PREVIEW
BLAST Suspense!
SPEAKING & LISTENING HANDBOOK
Handbook “Research Using Various Media” Section
RESEARCH PROJECT PART I
Introduce research project and allow students time to research examples of suspense in different mediums from past to the present – radio stories, articles, films, documentaries.
INTRODUCTION Suspense!
2 FIRST READ “Let ‘Em Play God”
RESEARCH PROJECT PART II
Ask students to find examples of suspense stories, articles, films and/or documentaries. Have them watch, listen, or read at least 2 suspense stories told in different mediums (e.g. Alfred Hitchcock vs. Edgar Allen Poe) and discuss impact of each medium.
BLAST Suspense!
3 SKILL Author’s Purpose and Point of View
SKILL Word Meaning
RESEARCH PROJECT PART III
Assign groups topics (see list) and begin research (in class and/or online).
FIRST READ “How to Create Suspense”
CORE ELA UNIT ENGLISH LEARNER UNIT
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
Page 3 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
4 CLOSE READ “Let ‘Em Play God”
RESEARCH PROJECT PART III CONT.
Students should continue to research.
RE-READ 1 “How to Create Suspense”
5 FIRST READ “The Monkey’s Paw”
RESEARCH PROJECT PART III CONT.
Students should continue to research.
RE-READ 2 “How to Create Suspense”
6 SKILL Theme
RESEARCH PROJECT PART IV
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
SKILL Author’s Purpose and Point of View
7 SKILL Story Elements
RESEARCH PROJECT PART IV CONT.
Students should continue working to create their presentations.
SKILL Textual Evidence
8 CLOSE READ “The Monkey’s Paw”
RESEARCH PROJECT PART IV CONT.
Students should continue working to create their presentations.
RE-READ 1 “Let ‘Em Play God”
9 BLAST Make a Wish
RESEARCH PROJECT PART IV CONT.
Students should continue working to create their presentations.
RE-READ 2 “Let ‘Em Play God”
195
Page 2 Pacing Guide | Grade 8, Unit 1mheonline.com/studysync
1 UNIT PREVIEW
BLAST Suspense!
SPEAKING & LISTENING HANDBOOK
Handbook “Research Using Various Media” Section
RESEARCH PROJECT PART I
Introduce research project and allow students time to research examples of suspense in different mediums from past to the present – radio stories, articles, films, documentaries.
INTRODUCTION Suspense!
2 FIRST READ “Let ‘Em Play God”
RESEARCH PROJECT PART II
Ask students to find examples of suspense stories, articles, films and/or documentaries. Have them watch, listen, or read at least 2 suspense stories told in different mediums (e.g. Alfred Hitchcock vs. Edgar Allen Poe) and discuss impact of each medium.
BLAST Suspense!
3 SKILL Author’s Purpose and Point of View
SKILL Word Meaning
RESEARCH PROJECT PART III
Assign groups topics (see list) and begin research (in class and/or online).
FIRST READ “How to Create Suspense”
CORE ELA UNIT ENGLISH LEARNER UNIT
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
Page 3 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
4 CLOSE READ “Let ‘Em Play God”
RESEARCH PROJECT PART III CONT.
Students should continue to research.
RE-READ 1 “How to Create Suspense”
5 FIRST READ “The Monkey’s Paw”
RESEARCH PROJECT PART III CONT.
Students should continue to research.
RE-READ 2 “How to Create Suspense”
6 SKILL Theme
RESEARCH PROJECT PART IV
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
SKILL Author’s Purpose and Point of View
7 SKILL Story Elements
RESEARCH PROJECT PART IV CONT.
Students should continue working to create their presentations.
SKILL Textual Evidence
8 CLOSE READ “The Monkey’s Paw”
RESEARCH PROJECT PART IV CONT.
Students should continue working to create their presentations.
RE-READ 1 “Let ‘Em Play God”
9 BLAST Make a Wish
RESEARCH PROJECT PART IV CONT.
Students should continue working to create their presentations.
RE-READ 2 “Let ‘Em Play God”
195
Page 2 Pacing Guide | Grade 8, Unit 1mheonline.com/studysync
1 UNIT PREVIEW
BLAST Suspense!
SPEAKING & LISTENING HANDBOOK
Handbook “Research Using Various Media” Section
RESEARCH PROJECT PART I
Introduce research project and allow students time to research examples of suspense in different mediums from past to the present – radio stories, articles, films, documentaries.
INTRODUCTION Suspense!
2 FIRST READ “Let ‘Em Play God”
RESEARCH PROJECT PART II
Ask students to find examples of suspense stories, articles, films and/or documentaries. Have them watch, listen, or read at least 2 suspense stories told in different mediums (e.g. Alfred Hitchcock vs. Edgar Allen Poe) and discuss impact of each medium.
BLAST Suspense!
3 SKILL Author’s Purpose and Point of View
SKILL Word Meaning
RESEARCH PROJECT PART III
Assign groups topics (see list) and begin research (in class and/or online).
FIRST READ “How to Create Suspense”
CORE ELA UNIT ENGLISH LEARNER UNIT
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
Page 3 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
4 CLOSE READ “Let ‘Em Play God”
RESEARCH PROJECT PART III CONT.
Students should continue to research.
RE-READ 1 “How to Create Suspense”
5 FIRST READ “The Monkey’s Paw”
RESEARCH PROJECT PART III CONT.
Students should continue to research.
RE-READ 2 “How to Create Suspense”
6 SKILL Theme
RESEARCH PROJECT PART IV
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
SKILL Author’s Purpose and Point of View
7 SKILL Story Elements
RESEARCH PROJECT PART IV CONT.
Students should continue working to create their presentations.
SKILL Textual Evidence
8 CLOSE READ “The Monkey’s Paw”
RESEARCH PROJECT PART IV CONT.
Students should continue working to create their presentations.
RE-READ 1 “Let ‘Em Play God”
9 BLAST Make a Wish
RESEARCH PROJECT PART IV CONT.
Students should continue working to create their presentations.
RE-READ 2 “Let ‘Em Play God”
195
Page 2 Pacing Guide | Grade 8, Unit 1mheonline.com/studysync
1 UNIT PREVIEW
BLAST Suspense!
SPEAKING & LISTENING HANDBOOK
Handbook “Research Using Various Media” Section
RESEARCH PROJECT PART I
Introduce research project and allow students time to research examples of suspense in different mediums from past to the present – radio stories, articles, films, documentaries.
INTRODUCTION Suspense!
2 FIRST READ “Let ‘Em Play God”
RESEARCH PROJECT PART II
Ask students to find examples of suspense stories, articles, films and/or documentaries. Have them watch, listen, or read at least 2 suspense stories told in different mediums (e.g. Alfred Hitchcock vs. Edgar Allen Poe) and discuss impact of each medium.
BLAST Suspense!
3 SKILL Author’s Purpose and Point of View
SKILL Word Meaning
RESEARCH PROJECT PART III
Assign groups topics (see list) and begin research (in class and/or online).
FIRST READ “How to Create Suspense”
CORE ELA UNIT ENGLISH LEARNER UNIT
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
Page 3 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
4 CLOSE READ “Let ‘Em Play God”
RESEARCH PROJECT PART III CONT.
Students should continue to research.
RE-READ 1 “How to Create Suspense”
5 FIRST READ “The Monkey’s Paw”
RESEARCH PROJECT PART III CONT.
Students should continue to research.
RE-READ 2 “How to Create Suspense”
6 SKILL Theme
RESEARCH PROJECT PART IV
Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class.
SKILL Author’s Purpose and Point of View
7 SKILL Story Elements
RESEARCH PROJECT PART IV CONT.
Students should continue working to create their presentations.
SKILL Textual Evidence
8 CLOSE READ “The Monkey’s Paw”
RESEARCH PROJECT PART IV CONT.
Students should continue working to create their presentations.
RE-READ 1 “Let ‘Em Play God”
9 BLAST Make a Wish
RESEARCH PROJECT PART IV CONT.
Students should continue working to create their presentations.
RE-READ 2 “Let ‘Em Play God”
8.RN.2.1, 8.W.1, 8.W.3.1, 8.W.4, 8.SL.2.2, 8.SL.2.4, 8.SL.2.5
8.RN.3.38.W.5
8.W.5
8.W.5
8.W.5, 8.SL.4.2
8.W.5, 8.SL.4.2
8.W.5, 8.SL.4.2
8.W.5, 8.SL.4.2
8.W.5
8.RV.2.1, 8.RV.2.5
8.RN.3.3, 8.RV.2.1
8.RV.1
8.RL.2.2
8.RL.2.3
8.RL.2.2, 8.RL.2.3
8.RN.2.1, 8.W.1, 8.W.3.1, 8.W.4, 8.SL.2.2, 8.SL.2.4, 8.SL.2.5
23
196
Page 4 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
10 FIRST READ Sorry, Wrong Number
SPEAKING & LISTENING HANDBOOK
“Presentation Skills”
Allow a couple of groups to present for the class.
SKILL Author’s Purpose and Point of View
11 SKILL Textual Evidence
RESEARCH PROJECT PART V CONT. Allow a couple of groups to present for the class.
WATCH Author’s Purpose and Point of View
12 SKILL Plot
RESEARCH PROJECT PART V CONT. Allow a couple of groups to present for the class.
SKILL Connecting Words
13 CLOSE READ Sorry, Wrong Number
FIRST READ “Inside the House”
14 FIRST READ Violence in the Movies
SPEAKING & LISTENING HANDBOOK
“Critical Listening” Section
Lord of the Flies
Chapter 1 “The Sound of the Shell”
COMPARE to The Coral Island: A Tale of the Pacific Ocean
LINK to Lord of the Flies – Show students the movie trailer for the 1963 version (https://www.youtube.com/watch?v=c1x2wP5vP34) and then the 1990 (https://www.youtube.com/watch?v=QnCn2VTzY90). Compare and contrast the two trailers in terms of their violent content.
RE-READ 1 “Inside the House”
15 SKILL Author’s Purpose and Author’s Point of View
RE-READ 2 “Inside the House”
Page 5 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
16 CLOSE READ Violence in the Movies
BLAST Food For Thought
Lord of the Flies
Chapter 2 “Fire on the Beach”
COMPARE to The Book of Genesis
LINK to Lord of the Flies – Where is violence (or potential violence) evident in this chapter? How might a film producer bring these moments to life in a film version?
SKILL Language Choices
17 FIRST READ A Night to Remember
SPEAKING & LISTENING HANDBOOK
“Collaborative Discussions” Section
LINK to Lord of the Flies – Compare William Golding’s use of sensory details and description to Walter Ford’s use of detail and description in the excerpt from a Night to Remember. What is the impact of each? How is it similar and/or different?
SKILL Adverbs
18 SKILL Author’s Purpose and Author’s Point of View
Lord of the Flies
Chapter 3 “Huts on the Beach”
COMPARE to Robinson Crusoe
LINK to Lord of the Flies – Whose point of view is the Lord of the Flies told from? What clues in the first chapter reveal the point of view of the narrator?
EXTENDED ORAL PROJECT Introduction
19 CLOSE READ A Night to Remember
EXTENDED ORAL PROJECT Brainstorming
20 BLAST How They Saw It
Lord of the Flies
Chapter 4 “Painted Faces and Long Hair”
COMPARE to African Genesis
LINK to Lord of the Flies – How did each of the main boys (Ralph, Jack, Piggy and Simon) react to being stranded on the island? What does the reveal about them? Which character’s reaction do you identify with most?
EXTENDED ORAL PROJECT Create an Outline
RESEARCH PROJECT PART V
196
Page 4 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
10 FIRST READ Sorry, Wrong Number
SPEAKING & LISTENING HANDBOOK
“Presentation Skills”
Allow a couple of groups to present for the class.
SKILL Author’s Purpose and Point of View
11 SKILL Textual Evidence
RESEARCH PROJECT PART V CONT. Allow a couple of groups to present for the class.
WATCH Author’s Purpose and Point of View
12 SKILL Plot
RESEARCH PROJECT PART V CONT. Allow a couple of groups to present for the class.
SKILL Connecting Words
13 CLOSE READ Sorry, Wrong Number
FIRST READ “Inside the House”
14 FIRST READ Violence in the Movies
SPEAKING & LISTENING HANDBOOK
“Critical Listening” Section
Lord of the Flies
Chapter 1 “The Sound of the Shell”
COMPARE to The Coral Island: A Tale of the Pacific Ocean
LINK to Lord of the Flies – Show students the movie trailer for the 1963 version (https://www.youtube.com/watch?v=c1x2wP5vP34) and then the 1990 (https://www.youtube.com/watch?v=QnCn2VTzY90). Compare and contrast the two trailers in terms of their violent content.
RE-READ 1 “Inside the House”
15 SKILL Author’s Purpose and Author’s Point of View
RE-READ 2 “Inside the House”
Page 5 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
16 CLOSE READ Violence in the Movies
BLAST Food For Thought
Lord of the Flies
Chapter 2 “Fire on the Beach”
COMPARE to The Book of Genesis
LINK to Lord of the Flies – Where is violence (or potential violence) evident in this chapter? How might a film producer bring these moments to life in a film version?
SKILL Language Choices
17 FIRST READ A Night to Remember
SPEAKING & LISTENING HANDBOOK
“Collaborative Discussions” Section
LINK to Lord of the Flies – Compare William Golding’s use of sensory details and description to Walter Ford’s use of detail and description in the excerpt from a Night to Remember. What is the impact of each? How is it similar and/or different?
SKILL Adverbs
18 SKILL Author’s Purpose and Author’s Point of View
Lord of the Flies
Chapter 3 “Huts on the Beach”
COMPARE to Robinson Crusoe
LINK to Lord of the Flies – Whose point of view is the Lord of the Flies told from? What clues in the first chapter reveal the point of view of the narrator?
EXTENDED ORAL PROJECT Introduction
19 CLOSE READ A Night to Remember
EXTENDED ORAL PROJECT Brainstorming
20 BLAST How They Saw It
Lord of the Flies
Chapter 4 “Painted Faces and Long Hair”
COMPARE to African Genesis
LINK to Lord of the Flies – How did each of the main boys (Ralph, Jack, Piggy and Simon) react to being stranded on the island? What does the reveal about them? Which character’s reaction do you identify with most?
EXTENDED ORAL PROJECT Create an Outline
RESEARCH PROJECT PART V
196
Page 4 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
10 FIRST READ Sorry, Wrong Number
SPEAKING & LISTENING HANDBOOK
“Presentation Skills”
Allow a couple of groups to present for the class.
SKILL Author’s Purpose and Point of View
11 SKILL Textual Evidence
RESEARCH PROJECT PART V CONT. Allow a couple of groups to present for the class.
WATCH Author’s Purpose and Point of View
12 SKILL Plot
RESEARCH PROJECT PART V CONT. Allow a couple of groups to present for the class.
SKILL Connecting Words
13 CLOSE READ Sorry, Wrong Number
FIRST READ “Inside the House”
14 FIRST READ Violence in the Movies
SPEAKING & LISTENING HANDBOOK
“Critical Listening” Section
Lord of the Flies
Chapter 1 “The Sound of the Shell”
COMPARE to The Coral Island: A Tale of the Pacific Ocean
LINK to Lord of the Flies – Show students the movie trailer for the 1963 version (https://www.youtube.com/watch?v=c1x2wP5vP34) and then the 1990 (https://www.youtube.com/watch?v=QnCn2VTzY90). Compare and contrast the two trailers in terms of their violent content.
RE-READ 1 “Inside the House”
15 SKILL Author’s Purpose and Author’s Point of View
RE-READ 2 “Inside the House”
Page 5 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
16 CLOSE READ Violence in the Movies
BLAST Food For Thought
Lord of the Flies
Chapter 2 “Fire on the Beach”
COMPARE to The Book of Genesis
LINK to Lord of the Flies – Where is violence (or potential violence) evident in this chapter? How might a film producer bring these moments to life in a film version?
SKILL Language Choices
17 FIRST READ A Night to Remember
SPEAKING & LISTENING HANDBOOK
“Collaborative Discussions” Section
LINK to Lord of the Flies – Compare William Golding’s use of sensory details and description to Walter Ford’s use of detail and description in the excerpt from a Night to Remember. What is the impact of each? How is it similar and/or different?
SKILL Adverbs
18 SKILL Author’s Purpose and Author’s Point of View
Lord of the Flies
Chapter 3 “Huts on the Beach”
COMPARE to Robinson Crusoe
LINK to Lord of the Flies – Whose point of view is the Lord of the Flies told from? What clues in the first chapter reveal the point of view of the narrator?
EXTENDED ORAL PROJECT Introduction
19 CLOSE READ A Night to Remember
EXTENDED ORAL PROJECT Brainstorming
20 BLAST How They Saw It
Lord of the Flies
Chapter 4 “Painted Faces and Long Hair”
COMPARE to African Genesis
LINK to Lord of the Flies – How did each of the main boys (Ralph, Jack, Piggy and Simon) react to being stranded on the island? What does the reveal about them? Which character’s reaction do you identify with most?
EXTENDED ORAL PROJECT Create an Outline
RESEARCH PROJECT PART V
196
Page 4 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
10 FIRST READ Sorry, Wrong Number
SPEAKING & LISTENING HANDBOOK
“Presentation Skills”
Allow a couple of groups to present for the class.
SKILL Author’s Purpose and Point of View
11 SKILL Textual Evidence
RESEARCH PROJECT PART V CONT. Allow a couple of groups to present for the class.
WATCH Author’s Purpose and Point of View
12 SKILL Plot
RESEARCH PROJECT PART V CONT. Allow a couple of groups to present for the class.
SKILL Connecting Words
13 CLOSE READ Sorry, Wrong Number
FIRST READ “Inside the House”
14 FIRST READ Violence in the Movies
SPEAKING & LISTENING HANDBOOK
“Critical Listening” Section
Lord of the Flies
Chapter 1 “The Sound of the Shell”
COMPARE to The Coral Island: A Tale of the Pacific Ocean
LINK to Lord of the Flies – Show students the movie trailer for the 1963 version (https://www.youtube.com/watch?v=c1x2wP5vP34) and then the 1990 (https://www.youtube.com/watch?v=QnCn2VTzY90). Compare and contrast the two trailers in terms of their violent content.
RE-READ 1 “Inside the House”
15 SKILL Author’s Purpose and Author’s Point of View
RE-READ 2 “Inside the House”
Page 5 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
16 CLOSE READ Violence in the Movies
BLAST Food For Thought
Lord of the Flies
Chapter 2 “Fire on the Beach”
COMPARE to The Book of Genesis
LINK to Lord of the Flies – Where is violence (or potential violence) evident in this chapter? How might a film producer bring these moments to life in a film version?
SKILL Language Choices
17 FIRST READ A Night to Remember
SPEAKING & LISTENING HANDBOOK
“Collaborative Discussions” Section
LINK to Lord of the Flies – Compare William Golding’s use of sensory details and description to Walter Ford’s use of detail and description in the excerpt from a Night to Remember. What is the impact of each? How is it similar and/or different?
SKILL Adverbs
18 SKILL Author’s Purpose and Author’s Point of View
Lord of the Flies
Chapter 3 “Huts on the Beach”
COMPARE to Robinson Crusoe
LINK to Lord of the Flies – Whose point of view is the Lord of the Flies told from? What clues in the first chapter reveal the point of view of the narrator?
EXTENDED ORAL PROJECT Introduction
19 CLOSE READ A Night to Remember
EXTENDED ORAL PROJECT Brainstorming
20 BLAST How They Saw It
Lord of the Flies
Chapter 4 “Painted Faces and Long Hair”
COMPARE to African Genesis
LINK to Lord of the Flies – How did each of the main boys (Ralph, Jack, Piggy and Simon) react to being stranded on the island? What does the reveal about them? Which character’s reaction do you identify with most?
EXTENDED ORAL PROJECT Create an Outline
RESEARCH PROJECT PART V
196
Page 4 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
10 FIRST READ Sorry, Wrong Number
SPEAKING & LISTENING HANDBOOK
“Presentation Skills”
Allow a couple of groups to present for the class.
SKILL Author’s Purpose and Point of View
11 SKILL Textual Evidence
RESEARCH PROJECT PART V CONT. Allow a couple of groups to present for the class.
WATCH Author’s Purpose and Point of View
12 SKILL Plot
RESEARCH PROJECT PART V CONT. Allow a couple of groups to present for the class.
SKILL Connecting Words
13 CLOSE READ Sorry, Wrong Number
FIRST READ “Inside the House”
14 FIRST READ Violence in the Movies
SPEAKING & LISTENING HANDBOOK
“Critical Listening” Section
Lord of the Flies
Chapter 1 “The Sound of the Shell”
COMPARE to The Coral Island: A Tale of the Pacific Ocean
LINK to Lord of the Flies – Show students the movie trailer for the 1963 version (https://www.youtube.com/watch?v=c1x2wP5vP34) and then the 1990 (https://www.youtube.com/watch?v=QnCn2VTzY90). Compare and contrast the two trailers in terms of their violent content.
RE-READ 1 “Inside the House”
15 SKILL Author’s Purpose and Author’s Point of View
RE-READ 2 “Inside the House”
Page 5 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
16 CLOSE READ Violence in the Movies
BLAST Food For Thought
Lord of the Flies
Chapter 2 “Fire on the Beach”
COMPARE to The Book of Genesis
LINK to Lord of the Flies – Where is violence (or potential violence) evident in this chapter? How might a film producer bring these moments to life in a film version?
SKILL Language Choices
17 FIRST READ A Night to Remember
SPEAKING & LISTENING HANDBOOK
“Collaborative Discussions” Section
LINK to Lord of the Flies – Compare William Golding’s use of sensory details and description to Walter Ford’s use of detail and description in the excerpt from a Night to Remember. What is the impact of each? How is it similar and/or different?
SKILL Adverbs
18 SKILL Author’s Purpose and Author’s Point of View
Lord of the Flies
Chapter 3 “Huts on the Beach”
COMPARE to Robinson Crusoe
LINK to Lord of the Flies – Whose point of view is the Lord of the Flies told from? What clues in the first chapter reveal the point of view of the narrator?
EXTENDED ORAL PROJECT Introduction
19 CLOSE READ A Night to Remember
EXTENDED ORAL PROJECT Brainstorming
20 BLAST How They Saw It
Lord of the Flies
Chapter 4 “Painted Faces and Long Hair”
COMPARE to African Genesis
LINK to Lord of the Flies – How did each of the main boys (Ralph, Jack, Piggy and Simon) react to being stranded on the island? What does the reveal about them? Which character’s reaction do you identify with most?
EXTENDED ORAL PROJECT Create an Outline
RESEARCH PROJECT PART V
196
Page 4 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
10 FIRST READ Sorry, Wrong Number
SPEAKING & LISTENING HANDBOOK
“Presentation Skills”
Allow a couple of groups to present for the class.
SKILL Author’s Purpose and Point of View
11 SKILL Textual Evidence
RESEARCH PROJECT PART V CONT. Allow a couple of groups to present for the class.
WATCH Author’s Purpose and Point of View
12 SKILL Plot
RESEARCH PROJECT PART V CONT. Allow a couple of groups to present for the class.
SKILL Connecting Words
13 CLOSE READ Sorry, Wrong Number
FIRST READ “Inside the House”
14 FIRST READ Violence in the Movies
SPEAKING & LISTENING HANDBOOK
“Critical Listening” Section
Lord of the Flies
Chapter 1 “The Sound of the Shell”
COMPARE to The Coral Island: A Tale of the Pacific Ocean
LINK to Lord of the Flies – Show students the movie trailer for the 1963 version (https://www.youtube.com/watch?v=c1x2wP5vP34) and then the 1990 (https://www.youtube.com/watch?v=QnCn2VTzY90). Compare and contrast the two trailers in terms of their violent content.
RE-READ 1 “Inside the House”
15 SKILL Author’s Purpose and Author’s Point of View
RE-READ 2 “Inside the House”
Page 5 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
16 CLOSE READ Violence in the Movies
BLAST Food For Thought
Lord of the Flies
Chapter 2 “Fire on the Beach”
COMPARE to The Book of Genesis
LINK to Lord of the Flies – Where is violence (or potential violence) evident in this chapter? How might a film producer bring these moments to life in a film version?
SKILL Language Choices
17 FIRST READ A Night to Remember
SPEAKING & LISTENING HANDBOOK
“Collaborative Discussions” Section
LINK to Lord of the Flies – Compare William Golding’s use of sensory details and description to Walter Ford’s use of detail and description in the excerpt from a Night to Remember. What is the impact of each? How is it similar and/or different?
SKILL Adverbs
18 SKILL Author’s Purpose and Author’s Point of View
Lord of the Flies
Chapter 3 “Huts on the Beach”
COMPARE to Robinson Crusoe
LINK to Lord of the Flies – Whose point of view is the Lord of the Flies told from? What clues in the first chapter reveal the point of view of the narrator?
EXTENDED ORAL PROJECT Introduction
19 CLOSE READ A Night to Remember
EXTENDED ORAL PROJECT Brainstorming
20 BLAST How They Saw It
Lord of the Flies
Chapter 4 “Painted Faces and Long Hair”
COMPARE to African Genesis
LINK to Lord of the Flies – How did each of the main boys (Ralph, Jack, Piggy and Simon) react to being stranded on the island? What does the reveal about them? Which character’s reaction do you identify with most?
EXTENDED ORAL PROJECT Create an Outline
RESEARCH PROJECT PART V
8.RL.2.1
8.RL.2.3
8.RL.2.1, 8.RL.2.3
8.RN.3.3, 8.ML.2.1
8.RN.3.3, 8.ML.2.1
8.RN.2.1, 8.W.1, 8.W.3.1, 8.W.4, 8.SL.2.2, 8.SL.2.4, 8.SL.2.5
8.RN.2.1, 8.W.1, 8.W.3.1, 8.W.4, 8.SL.2.2, 8.SL.2.4, 8.SL.2.5
8.RL.3.2, 8.RN.3.3
8.RN.3.3
8.SL.4.1, 8.SL.4.2
8.SL.4.1, 8.SL.4.2
8.SL.4.1, 8.SL.4.2
24 197
Page 6 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
21 FIRST READ Cujo
INTRODUCTION Sorry, Wrong Number
22 SKILL Text Evidence
EXTENDED WRITING PROJECT
Narrative Writing
Lord of the Flies
Chapter 5 “Beast from Water”
COMPARE to Superstition
LINK to Lord of the Flies – While reading Chapter 5 “Beast from Water”, make a list of explicit and implicit information (in notes or on the board). Then have students articulate three inferences they made while reading based on the textual evidence.
RE-READ 1 Sorry, Wrong Number
23 CLOSE READ Cujo
BLAST Are You a Smart Consumer?
SKILL Organize Narrative Writing
RE-READ 2 Sorry, Wrong Number
24 FIRST READ Lord of the Flies
EXTENDED WRITING PROJECT
Prewrite
Lord of the Flies
Chapter 6 “Beast from Air”
COMPARE to “The Tyger”
LINK to Lord of the Flies – While re-reading the excerpt from Chapter 1 in Lord of the Flies, ask students to compare and contrast the elements order and chaos in Chapter 1 with those in Chapter 6. What has changed?
SKILL Inferences
25 SKILL Theme
WATCH Textual Evidence
Page 7 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
26 SKILL Character
SKILL Introductions
Lord of the Flies
Chapter 7 “Shadows and Tall Trees”
COMPARE to “If”
LINK to Lord of the Flies – Select another main character other than Piggy and discuss how that character is developed using description, dialogue, and/or situations.
SKILL Plot
27 CLOSE READ Lord of the Flies
SKILL Narrative Techniques and Sequencing
WATCH Sorry, Wrong Number
28 BLAST Follow the Leader
EXTENDED WRITING PROJECT
Plan
Lord of the Flies
Chapter 8 “Gift for the Darkness”
COMPARE to The Call of the Wild
LINK to Lord of the Flies – In chapter 8 Jack declares himself chief. The boys split between Ralph and Jack. Who would make the best leader on the island? Why would that boy be the best leader?
SKILL Language Choices
29 FIRST READ Ten Days in a Mad-House
BLAST Descriptive Details
EXTENDED ORAL PROJECT Develop a Sequence
30 SKILL Author’s Purpose and Author’s Point of View
SKILL Writing Dialogue
Lord of the Flies
Chapter 9 “A View to a Death”
COMPARE to “The Song of Hiawatha”
LINK to Lord of the Flies Imagine how different Chapter 9 would be if it was written from Simon’s perspective. How would the chapter change if Simon was narrating it?
EXTENDED ORAL PROJECT Add Details
197
Page 6 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
21 FIRST READ Cujo
INTRODUCTION Sorry, Wrong Number
22 SKILL Text Evidence
EXTENDED WRITING PROJECT
Narrative Writing
Lord of the Flies
Chapter 5 “Beast from Water”
COMPARE to Superstition
LINK to Lord of the Flies – While reading Chapter 5 “Beast from Water”, make a list of explicit and implicit information (in notes or on the board). Then have students articulate three inferences they made while reading based on the textual evidence.
RE-READ 1 Sorry, Wrong Number
23 CLOSE READ Cujo
BLAST Are You a Smart Consumer?
SKILL Organize Narrative Writing
RE-READ 2 Sorry, Wrong Number
24 FIRST READ Lord of the Flies
EXTENDED WRITING PROJECT
Prewrite
Lord of the Flies
Chapter 6 “Beast from Air”
COMPARE to “The Tyger”
LINK to Lord of the Flies – While re-reading the excerpt from Chapter 1 in Lord of the Flies, ask students to compare and contrast the elements order and chaos in Chapter 1 with those in Chapter 6. What has changed?
SKILL Inferences
25 SKILL Theme
WATCH Textual Evidence
Page 7 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
26 SKILL Character
SKILL Introductions
Lord of the Flies
Chapter 7 “Shadows and Tall Trees”
COMPARE to “If”
LINK to Lord of the Flies – Select another main character other than Piggy and discuss how that character is developed using description, dialogue, and/or situations.
SKILL Plot
27 CLOSE READ Lord of the Flies
SKILL Narrative Techniques and Sequencing
WATCH Sorry, Wrong Number
28 BLAST Follow the Leader
EXTENDED WRITING PROJECT
Plan
Lord of the Flies
Chapter 8 “Gift for the Darkness”
COMPARE to The Call of the Wild
LINK to Lord of the Flies – In chapter 8 Jack declares himself chief. The boys split between Ralph and Jack. Who would make the best leader on the island? Why would that boy be the best leader?
SKILL Language Choices
29 FIRST READ Ten Days in a Mad-House
BLAST Descriptive Details
EXTENDED ORAL PROJECT Develop a Sequence
30 SKILL Author’s Purpose and Author’s Point of View
SKILL Writing Dialogue
Lord of the Flies
Chapter 9 “A View to a Death”
COMPARE to “The Song of Hiawatha”
LINK to Lord of the Flies Imagine how different Chapter 9 would be if it was written from Simon’s perspective. How would the chapter change if Simon was narrating it?
EXTENDED ORAL PROJECT Add Details
197
Page 6 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
21 FIRST READ Cujo
INTRODUCTION Sorry, Wrong Number
22 SKILL Text Evidence
EXTENDED WRITING PROJECT
Narrative Writing
Lord of the Flies
Chapter 5 “Beast from Water”
COMPARE to Superstition
LINK to Lord of the Flies – While reading Chapter 5 “Beast from Water”, make a list of explicit and implicit information (in notes or on the board). Then have students articulate three inferences they made while reading based on the textual evidence.
RE-READ 1 Sorry, Wrong Number
23 CLOSE READ Cujo
BLAST Are You a Smart Consumer?
SKILL Organize Narrative Writing
RE-READ 2 Sorry, Wrong Number
24 FIRST READ Lord of the Flies
EXTENDED WRITING PROJECT
Prewrite
Lord of the Flies
Chapter 6 “Beast from Air”
COMPARE to “The Tyger”
LINK to Lord of the Flies – While re-reading the excerpt from Chapter 1 in Lord of the Flies, ask students to compare and contrast the elements order and chaos in Chapter 1 with those in Chapter 6. What has changed?
SKILL Inferences
25 SKILL Theme
WATCH Textual Evidence
Page 7 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
26 SKILL Character
SKILL Introductions
Lord of the Flies
Chapter 7 “Shadows and Tall Trees”
COMPARE to “If”
LINK to Lord of the Flies – Select another main character other than Piggy and discuss how that character is developed using description, dialogue, and/or situations.
SKILL Plot
27 CLOSE READ Lord of the Flies
SKILL Narrative Techniques and Sequencing
WATCH Sorry, Wrong Number
28 BLAST Follow the Leader
EXTENDED WRITING PROJECT
Plan
Lord of the Flies
Chapter 8 “Gift for the Darkness”
COMPARE to The Call of the Wild
LINK to Lord of the Flies – In chapter 8 Jack declares himself chief. The boys split between Ralph and Jack. Who would make the best leader on the island? Why would that boy be the best leader?
SKILL Language Choices
29 FIRST READ Ten Days in a Mad-House
BLAST Descriptive Details
EXTENDED ORAL PROJECT Develop a Sequence
30 SKILL Author’s Purpose and Author’s Point of View
SKILL Writing Dialogue
Lord of the Flies
Chapter 9 “A View to a Death”
COMPARE to “The Song of Hiawatha”
LINK to Lord of the Flies Imagine how different Chapter 9 would be if it was written from Simon’s perspective. How would the chapter change if Simon was narrating it?
EXTENDED ORAL PROJECT Add Details
197
Page 6 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
21 FIRST READ Cujo
INTRODUCTION Sorry, Wrong Number
22 SKILL Text Evidence
EXTENDED WRITING PROJECT
Narrative Writing
Lord of the Flies
Chapter 5 “Beast from Water”
COMPARE to Superstition
LINK to Lord of the Flies – While reading Chapter 5 “Beast from Water”, make a list of explicit and implicit information (in notes or on the board). Then have students articulate three inferences they made while reading based on the textual evidence.
RE-READ 1 Sorry, Wrong Number
23 CLOSE READ Cujo
BLAST Are You a Smart Consumer?
SKILL Organize Narrative Writing
RE-READ 2 Sorry, Wrong Number
24 FIRST READ Lord of the Flies
EXTENDED WRITING PROJECT
Prewrite
Lord of the Flies
Chapter 6 “Beast from Air”
COMPARE to “The Tyger”
LINK to Lord of the Flies – While re-reading the excerpt from Chapter 1 in Lord of the Flies, ask students to compare and contrast the elements order and chaos in Chapter 1 with those in Chapter 6. What has changed?
SKILL Inferences
25 SKILL Theme
WATCH Textual Evidence
Page 7 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
26 SKILL Character
SKILL Introductions
Lord of the Flies
Chapter 7 “Shadows and Tall Trees”
COMPARE to “If”
LINK to Lord of the Flies – Select another main character other than Piggy and discuss how that character is developed using description, dialogue, and/or situations.
SKILL Plot
27 CLOSE READ Lord of the Flies
SKILL Narrative Techniques and Sequencing
WATCH Sorry, Wrong Number
28 BLAST Follow the Leader
EXTENDED WRITING PROJECT
Plan
Lord of the Flies
Chapter 8 “Gift for the Darkness”
COMPARE to The Call of the Wild
LINK to Lord of the Flies – In chapter 8 Jack declares himself chief. The boys split between Ralph and Jack. Who would make the best leader on the island? Why would that boy be the best leader?
SKILL Language Choices
29 FIRST READ Ten Days in a Mad-House
BLAST Descriptive Details
EXTENDED ORAL PROJECT Develop a Sequence
30 SKILL Author’s Purpose and Author’s Point of View
SKILL Writing Dialogue
Lord of the Flies
Chapter 9 “A View to a Death”
COMPARE to “The Song of Hiawatha”
LINK to Lord of the Flies Imagine how different Chapter 9 would be if it was written from Simon’s perspective. How would the chapter change if Simon was narrating it?
EXTENDED ORAL PROJECT Add Details
197
Page 6 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
21 FIRST READ Cujo
INTRODUCTION Sorry, Wrong Number
22 SKILL Text Evidence
EXTENDED WRITING PROJECT
Narrative Writing
Lord of the Flies
Chapter 5 “Beast from Water”
COMPARE to Superstition
LINK to Lord of the Flies – While reading Chapter 5 “Beast from Water”, make a list of explicit and implicit information (in notes or on the board). Then have students articulate three inferences they made while reading based on the textual evidence.
RE-READ 1 Sorry, Wrong Number
23 CLOSE READ Cujo
BLAST Are You a Smart Consumer?
SKILL Organize Narrative Writing
RE-READ 2 Sorry, Wrong Number
24 FIRST READ Lord of the Flies
EXTENDED WRITING PROJECT
Prewrite
Lord of the Flies
Chapter 6 “Beast from Air”
COMPARE to “The Tyger”
LINK to Lord of the Flies – While re-reading the excerpt from Chapter 1 in Lord of the Flies, ask students to compare and contrast the elements order and chaos in Chapter 1 with those in Chapter 6. What has changed?
SKILL Inferences
25 SKILL Theme
WATCH Textual Evidence
Page 7 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
26 SKILL Character
SKILL Introductions
Lord of the Flies
Chapter 7 “Shadows and Tall Trees”
COMPARE to “If”
LINK to Lord of the Flies – Select another main character other than Piggy and discuss how that character is developed using description, dialogue, and/or situations.
SKILL Plot
27 CLOSE READ Lord of the Flies
SKILL Narrative Techniques and Sequencing
WATCH Sorry, Wrong Number
28 BLAST Follow the Leader
EXTENDED WRITING PROJECT
Plan
Lord of the Flies
Chapter 8 “Gift for the Darkness”
COMPARE to The Call of the Wild
LINK to Lord of the Flies – In chapter 8 Jack declares himself chief. The boys split between Ralph and Jack. Who would make the best leader on the island? Why would that boy be the best leader?
SKILL Language Choices
29 FIRST READ Ten Days in a Mad-House
BLAST Descriptive Details
EXTENDED ORAL PROJECT Develop a Sequence
30 SKILL Author’s Purpose and Author’s Point of View
SKILL Writing Dialogue
Lord of the Flies
Chapter 9 “A View to a Death”
COMPARE to “The Song of Hiawatha”
LINK to Lord of the Flies Imagine how different Chapter 9 would be if it was written from Simon’s perspective. How would the chapter change if Simon was narrating it?
EXTENDED ORAL PROJECT Add Details
197
Page 6 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
21 FIRST READ Cujo
INTRODUCTION Sorry, Wrong Number
22 SKILL Text Evidence
EXTENDED WRITING PROJECT
Narrative Writing
Lord of the Flies
Chapter 5 “Beast from Water”
COMPARE to Superstition
LINK to Lord of the Flies – While reading Chapter 5 “Beast from Water”, make a list of explicit and implicit information (in notes or on the board). Then have students articulate three inferences they made while reading based on the textual evidence.
RE-READ 1 Sorry, Wrong Number
23 CLOSE READ Cujo
BLAST Are You a Smart Consumer?
SKILL Organize Narrative Writing
RE-READ 2 Sorry, Wrong Number
24 FIRST READ Lord of the Flies
EXTENDED WRITING PROJECT
Prewrite
Lord of the Flies
Chapter 6 “Beast from Air”
COMPARE to “The Tyger”
LINK to Lord of the Flies – While re-reading the excerpt from Chapter 1 in Lord of the Flies, ask students to compare and contrast the elements order and chaos in Chapter 1 with those in Chapter 6. What has changed?
SKILL Inferences
25 SKILL Theme
WATCH Textual Evidence
Page 7 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
26 SKILL Character
SKILL Introductions
Lord of the Flies
Chapter 7 “Shadows and Tall Trees”
COMPARE to “If”
LINK to Lord of the Flies – Select another main character other than Piggy and discuss how that character is developed using description, dialogue, and/or situations.
SKILL Plot
27 CLOSE READ Lord of the Flies
SKILL Narrative Techniques and Sequencing
WATCH Sorry, Wrong Number
28 BLAST Follow the Leader
EXTENDED WRITING PROJECT
Plan
Lord of the Flies
Chapter 8 “Gift for the Darkness”
COMPARE to The Call of the Wild
LINK to Lord of the Flies – In chapter 8 Jack declares himself chief. The boys split between Ralph and Jack. Who would make the best leader on the island? Why would that boy be the best leader?
SKILL Language Choices
29 FIRST READ Ten Days in a Mad-House
BLAST Descriptive Details
EXTENDED ORAL PROJECT Develop a Sequence
30 SKILL Author’s Purpose and Author’s Point of View
SKILL Writing Dialogue
Lord of the Flies
Chapter 9 “A View to a Death”
COMPARE to “The Song of Hiawatha”
LINK to Lord of the Flies Imagine how different Chapter 9 would be if it was written from Simon’s perspective. How would the chapter change if Simon was narrating it?
EXTENDED ORAL PROJECT Add Details
8.RL.2.1
8.W.3.3
8.W.3.3
8.W.3.3
8.W.3.3
8.W.3.3
8.W.3.3
8.W.3.2, 8.W.3.3
8.W.1, 8.W.3.3
8.RL.2.2
8.RL.2.2
8.RN.2.1, 8.W.1, 8.W.3.1, 8.W.4, 8.SL.2.2, 8.SL.2.4, 8.SL.2.5
8.RL.3.2, 8.RN.3.3
8.RL.2.3
8.RL.2.1
8.RN.2.1, 8.W.1, 8.W.3.1, 8.W.4, 8.SL.2.2, 8.SL.2.4, 8.SL.2.5
25198
Page 8 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
31 CLOSE READ Ten Days in a Mad-House
BLAST Audience and Purpose
EXTENDED ORAL PROJECT Refine Language
32 BLAST Mental Health, Then and Now
SKILL Conclusions
Lord of the Flies
Chapter 10 “The Shell and the Glasses”
COMPARE to Leviathan
LINK to Lord of the Flies – Complete a close reading of the conversation between Ralph and Piggy about their role in Simon’s death. What does Ralph’s reaction reveal about his mental health at this point in the island? How might living on an island in these circumstances impact a person’s mental health?
INTRODUCTION Lord of the Flies
33 EXTENDED WRITING PROJECT
Draft
RE-READ 1 Lord of the Flies
34 FIRST READ “The Tell-Tale Heart”
SKILL Transitions
Lord of the Flies
Chapter 11 “Castle Rock”
LINK to Lord of the Flies – Is the narrator of Lord of the Flies reliable? Were there any moments in the novel when you did not trust or believe what the narrator was saying about the boys or what was happening on the island? Explain.
RE-READ 2 Lord of the Flies
35 SKILL Textual Evidence
SKILL Greek and Latin Af-fixes and Roots
SKILL Character
Page 9 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
36 CLOSE READ “The Tell-Tale Heart”
EXTENDED WRITING PROJECT
Revise
Lord of the Flies
Chapter 12 “Cry of the Hunters”
COMPARE to First Contact– The End of Innocence: Encounters on Two Islands OR A Long Way Gone: Memoirs of a Boy Soldier
LINK to Lord of the Flies – While reading Chapter 12 “Cry of the Hunters”, make a list of explicit and implicit information (in notes or on the board). Then have students articulate three inferences they made while reading based on the textual evidence.
WATCH Lord of the Flies
37 EXTENDED WRITING PROJECT
Edit, Proofread, Publish
SKILL Language Choices
38 FIRST READ “Annabel Lee”
EXTENDED ORAL PROJECT Give Feedback
39 SKILL Poetic Elements
EXTENDED ORAL PROJECT Practice with Notecards
40 CLOSE READ “Annabel Lee”
EXTENDED ORAL PROJECT Practice without Notecards
198
Page 8 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
31 CLOSE READ Ten Days in a Mad-House
BLAST Audience and Purpose
EXTENDED ORAL PROJECT Refine Language
32 BLAST Mental Health, Then and Now
SKILL Conclusions
Lord of the Flies
Chapter 10 “The Shell and the Glasses”
COMPARE to Leviathan
LINK to Lord of the Flies – Complete a close reading of the conversation between Ralph and Piggy about their role in Simon’s death. What does Ralph’s reaction reveal about his mental health at this point in the island? How might living on an island in these circumstances impact a person’s mental health?
INTRODUCTION Lord of the Flies
33 EXTENDED WRITING PROJECT
Draft
RE-READ 1 Lord of the Flies
34 FIRST READ “The Tell-Tale Heart”
SKILL Transitions
Lord of the Flies
Chapter 11 “Castle Rock”
LINK to Lord of the Flies – Is the narrator of Lord of the Flies reliable? Were there any moments in the novel when you did not trust or believe what the narrator was saying about the boys or what was happening on the island? Explain.
RE-READ 2 Lord of the Flies
35 SKILL Textual Evidence
SKILL Greek and Latin Af-fixes and Roots
SKILL Character
Page 9 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
36 CLOSE READ “The Tell-Tale Heart”
EXTENDED WRITING PROJECT
Revise
Lord of the Flies
Chapter 12 “Cry of the Hunters”
COMPARE to First Contact– The End of Innocence: Encounters on Two Islands OR A Long Way Gone: Memoirs of a Boy Soldier
LINK to Lord of the Flies – While reading Chapter 12 “Cry of the Hunters”, make a list of explicit and implicit information (in notes or on the board). Then have students articulate three inferences they made while reading based on the textual evidence.
WATCH Lord of the Flies
37 EXTENDED WRITING PROJECT
Edit, Proofread, Publish
SKILL Language Choices
38 FIRST READ “Annabel Lee”
EXTENDED ORAL PROJECT Give Feedback
39 SKILL Poetic Elements
EXTENDED ORAL PROJECT Practice with Notecards
40 CLOSE READ “Annabel Lee”
EXTENDED ORAL PROJECT Practice without Notecards
198
Page 8 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
31 CLOSE READ Ten Days in a Mad-House
BLAST Audience and Purpose
EXTENDED ORAL PROJECT Refine Language
32 BLAST Mental Health, Then and Now
SKILL Conclusions
Lord of the Flies
Chapter 10 “The Shell and the Glasses”
COMPARE to Leviathan
LINK to Lord of the Flies – Complete a close reading of the conversation between Ralph and Piggy about their role in Simon’s death. What does Ralph’s reaction reveal about his mental health at this point in the island? How might living on an island in these circumstances impact a person’s mental health?
INTRODUCTION Lord of the Flies
33 EXTENDED WRITING PROJECT
Draft
RE-READ 1 Lord of the Flies
34 FIRST READ “The Tell-Tale Heart”
SKILL Transitions
Lord of the Flies
Chapter 11 “Castle Rock”
LINK to Lord of the Flies – Is the narrator of Lord of the Flies reliable? Were there any moments in the novel when you did not trust or believe what the narrator was saying about the boys or what was happening on the island? Explain.
RE-READ 2 Lord of the Flies
35 SKILL Textual Evidence
SKILL Greek and Latin Af-fixes and Roots
SKILL Character
Page 9 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
36 CLOSE READ “The Tell-Tale Heart”
EXTENDED WRITING PROJECT
Revise
Lord of the Flies
Chapter 12 “Cry of the Hunters”
COMPARE to First Contact– The End of Innocence: Encounters on Two Islands OR A Long Way Gone: Memoirs of a Boy Soldier
LINK to Lord of the Flies – While reading Chapter 12 “Cry of the Hunters”, make a list of explicit and implicit information (in notes or on the board). Then have students articulate three inferences they made while reading based on the textual evidence.
WATCH Lord of the Flies
37 EXTENDED WRITING PROJECT
Edit, Proofread, Publish
SKILL Language Choices
38 FIRST READ “Annabel Lee”
EXTENDED ORAL PROJECT Give Feedback
39 SKILL Poetic Elements
EXTENDED ORAL PROJECT Practice with Notecards
40 CLOSE READ “Annabel Lee”
EXTENDED ORAL PROJECT Practice without Notecards
198
Page 8 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
31 CLOSE READ Ten Days in a Mad-House
BLAST Audience and Purpose
EXTENDED ORAL PROJECT Refine Language
32 BLAST Mental Health, Then and Now
SKILL Conclusions
Lord of the Flies
Chapter 10 “The Shell and the Glasses”
COMPARE to Leviathan
LINK to Lord of the Flies – Complete a close reading of the conversation between Ralph and Piggy about their role in Simon’s death. What does Ralph’s reaction reveal about his mental health at this point in the island? How might living on an island in these circumstances impact a person’s mental health?
INTRODUCTION Lord of the Flies
33 EXTENDED WRITING PROJECT
Draft
RE-READ 1 Lord of the Flies
34 FIRST READ “The Tell-Tale Heart”
SKILL Transitions
Lord of the Flies
Chapter 11 “Castle Rock”
LINK to Lord of the Flies – Is the narrator of Lord of the Flies reliable? Were there any moments in the novel when you did not trust or believe what the narrator was saying about the boys or what was happening on the island? Explain.
RE-READ 2 Lord of the Flies
35 SKILL Textual Evidence
SKILL Greek and Latin Af-fixes and Roots
SKILL Character
Page 9 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
36 CLOSE READ “The Tell-Tale Heart”
EXTENDED WRITING PROJECT
Revise
Lord of the Flies
Chapter 12 “Cry of the Hunters”
COMPARE to First Contact– The End of Innocence: Encounters on Two Islands OR A Long Way Gone: Memoirs of a Boy Soldier
LINK to Lord of the Flies – While reading Chapter 12 “Cry of the Hunters”, make a list of explicit and implicit information (in notes or on the board). Then have students articulate three inferences they made while reading based on the textual evidence.
WATCH Lord of the Flies
37 EXTENDED WRITING PROJECT
Edit, Proofread, Publish
SKILL Language Choices
38 FIRST READ “Annabel Lee”
EXTENDED ORAL PROJECT Give Feedback
39 SKILL Poetic Elements
EXTENDED ORAL PROJECT Practice with Notecards
40 CLOSE READ “Annabel Lee”
EXTENDED ORAL PROJECT Practice without Notecards
198
Page 8 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
31 CLOSE READ Ten Days in a Mad-House
BLAST Audience and Purpose
EXTENDED ORAL PROJECT Refine Language
32 BLAST Mental Health, Then and Now
SKILL Conclusions
Lord of the Flies
Chapter 10 “The Shell and the Glasses”
COMPARE to Leviathan
LINK to Lord of the Flies – Complete a close reading of the conversation between Ralph and Piggy about their role in Simon’s death. What does Ralph’s reaction reveal about his mental health at this point in the island? How might living on an island in these circumstances impact a person’s mental health?
INTRODUCTION Lord of the Flies
33 EXTENDED WRITING PROJECT
Draft
RE-READ 1 Lord of the Flies
34 FIRST READ “The Tell-Tale Heart”
SKILL Transitions
Lord of the Flies
Chapter 11 “Castle Rock”
LINK to Lord of the Flies – Is the narrator of Lord of the Flies reliable? Were there any moments in the novel when you did not trust or believe what the narrator was saying about the boys or what was happening on the island? Explain.
RE-READ 2 Lord of the Flies
35 SKILL Textual Evidence
SKILL Greek and Latin Af-fixes and Roots
SKILL Character
Page 9 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
36 CLOSE READ “The Tell-Tale Heart”
EXTENDED WRITING PROJECT
Revise
Lord of the Flies
Chapter 12 “Cry of the Hunters”
COMPARE to First Contact– The End of Innocence: Encounters on Two Islands OR A Long Way Gone: Memoirs of a Boy Soldier
LINK to Lord of the Flies – While reading Chapter 12 “Cry of the Hunters”, make a list of explicit and implicit information (in notes or on the board). Then have students articulate three inferences they made while reading based on the textual evidence.
WATCH Lord of the Flies
37 EXTENDED WRITING PROJECT
Edit, Proofread, Publish
SKILL Language Choices
38 FIRST READ “Annabel Lee”
EXTENDED ORAL PROJECT Give Feedback
39 SKILL Poetic Elements
EXTENDED ORAL PROJECT Practice with Notecards
40 CLOSE READ “Annabel Lee”
EXTENDED ORAL PROJECT Practice without Notecards
198
Page 8 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
31 CLOSE READ Ten Days in a Mad-House
BLAST Audience and Purpose
EXTENDED ORAL PROJECT Refine Language
32 BLAST Mental Health, Then and Now
SKILL Conclusions
Lord of the Flies
Chapter 10 “The Shell and the Glasses”
COMPARE to Leviathan
LINK to Lord of the Flies – Complete a close reading of the conversation between Ralph and Piggy about their role in Simon’s death. What does Ralph’s reaction reveal about his mental health at this point in the island? How might living on an island in these circumstances impact a person’s mental health?
INTRODUCTION Lord of the Flies
33 EXTENDED WRITING PROJECT
Draft
RE-READ 1 Lord of the Flies
34 FIRST READ “The Tell-Tale Heart”
SKILL Transitions
Lord of the Flies
Chapter 11 “Castle Rock”
LINK to Lord of the Flies – Is the narrator of Lord of the Flies reliable? Were there any moments in the novel when you did not trust or believe what the narrator was saying about the boys or what was happening on the island? Explain.
RE-READ 2 Lord of the Flies
35 SKILL Textual Evidence
SKILL Greek and Latin Af-fixes and Roots
SKILL Character
Page 9 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
36 CLOSE READ “The Tell-Tale Heart”
EXTENDED WRITING PROJECT
Revise
Lord of the Flies
Chapter 12 “Cry of the Hunters”
COMPARE to First Contact– The End of Innocence: Encounters on Two Islands OR A Long Way Gone: Memoirs of a Boy Soldier
LINK to Lord of the Flies – While reading Chapter 12 “Cry of the Hunters”, make a list of explicit and implicit information (in notes or on the board). Then have students articulate three inferences they made while reading based on the textual evidence.
WATCH Lord of the Flies
37 EXTENDED WRITING PROJECT
Edit, Proofread, Publish
SKILL Language Choices
38 FIRST READ “Annabel Lee”
EXTENDED ORAL PROJECT Give Feedback
39 SKILL Poetic Elements
EXTENDED ORAL PROJECT Practice with Notecards
40 CLOSE READ “Annabel Lee”
EXTENDED ORAL PROJECT Practice without Notecards
198
Page 8 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
31 CLOSE READ Ten Days in a Mad-House
BLAST Audience and Purpose
EXTENDED ORAL PROJECT Refine Language
32 BLAST Mental Health, Then and Now
SKILL Conclusions
Lord of the Flies
Chapter 10 “The Shell and the Glasses”
COMPARE to Leviathan
LINK to Lord of the Flies – Complete a close reading of the conversation between Ralph and Piggy about their role in Simon’s death. What does Ralph’s reaction reveal about his mental health at this point in the island? How might living on an island in these circumstances impact a person’s mental health?
INTRODUCTION Lord of the Flies
33 EXTENDED WRITING PROJECT
Draft
RE-READ 1 Lord of the Flies
34 FIRST READ “The Tell-Tale Heart”
SKILL Transitions
Lord of the Flies
Chapter 11 “Castle Rock”
LINK to Lord of the Flies – Is the narrator of Lord of the Flies reliable? Were there any moments in the novel when you did not trust or believe what the narrator was saying about the boys or what was happening on the island? Explain.
RE-READ 2 Lord of the Flies
35 SKILL Textual Evidence
SKILL Greek and Latin Af-fixes and Roots
SKILL Character
Page 9 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
36 CLOSE READ “The Tell-Tale Heart”
EXTENDED WRITING PROJECT
Revise
Lord of the Flies
Chapter 12 “Cry of the Hunters”
COMPARE to First Contact– The End of Innocence: Encounters on Two Islands OR A Long Way Gone: Memoirs of a Boy Soldier
LINK to Lord of the Flies – While reading Chapter 12 “Cry of the Hunters”, make a list of explicit and implicit information (in notes or on the board). Then have students articulate three inferences they made while reading based on the textual evidence.
WATCH Lord of the Flies
37 EXTENDED WRITING PROJECT
Edit, Proofread, Publish
SKILL Language Choices
38 FIRST READ “Annabel Lee”
EXTENDED ORAL PROJECT Give Feedback
39 SKILL Poetic Elements
EXTENDED ORAL PROJECT Practice with Notecards
40 CLOSE READ “Annabel Lee”
EXTENDED ORAL PROJECT Practice without Notecards
8.RN.3.3
8.RN.2.1, 8.W.1, 8.W.3.1, 8.W.4, 8.SL.2.2, 8.SL.2.4, 8.SL.2.5
8.W.3.3
8.W.3.3
8.W.3.3
8.W.3.2, 8.W.3.3
8.W.3.3, 8.W.4, 8.SL.4.1, 8.SL.4.2
8.RL.2.1
8.RV.2.4, 8.RV.2.5
8.RL.2.1, 8.RV.2.1, 8.RV.2.4
8.RV.3.1
8.RV.3.1
26 199
Page 10 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
41 FIRST READ “The Bells”
SKILL Poetic Elements
EXTENDED ORAL PROJECT Present
42 CLOSE READ “The Bells”
EXTENDED ORAL PROJECT Present
43 BLAST When Fear Becomes a Phobia
EXTENDED ORAL PROJECT Present
44 ASSESSMENT
StudySync Grade 8 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 8 Unit 1 Assessment
45 ASSESSMENT
StudySync Grade 8 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 8 Unit 1 Assessment
Page 13 Pacing Guide | Grade 8, Unit 1mheonline.com/studysync
reviewing the answers to the Author’s Purpose and Point of View Skill Lessons in the unit. In addition, teachers can also provide extra practice with a wide range of texts by searching StudySync Library Skill Index for additional skill lessons that target this concept. Ideally, teachers will want to select skill lessons below the current grade level for additional practice to ensure the texts are accessible.
Read Aloud SelectionEdgar Allan Poe’s “The Tell-Tale Heart” is a riveting text told by an unnamed narrator who attempts to convince the reader of his sanity while describing a murder he committed. Long sentences throughout the text are broken by dashes and coupled with sentence fragments to indicate the narrator’s anxious, fragmented thinking and deteriorating emotional state. Listening to the story will help students recognize how tools such as inflection, volume, and tone of voice can help them better understand the narrator’s character and the events of the story. By reading Poe’s story aloud, students have an opportunity to practice using expression, verbal accuracy, intonation, phrasing, punctuation, and pacing to bring the text to life.
199
Page 10 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
41 FIRST READ “The Bells”
SKILL Poetic Elements
EXTENDED ORAL PROJECT Present
42 CLOSE READ “The Bells”
EXTENDED ORAL PROJECT Present
43 BLAST When Fear Becomes a Phobia
EXTENDED ORAL PROJECT Present
44 ASSESSMENT
StudySync Grade 8 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 8 Unit 1 Assessment
45 ASSESSMENT
StudySync Grade 8 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 8 Unit 1 Assessment
Page 13 Pacing Guide | Grade 8, Unit 1mheonline.com/studysync
reviewing the answers to the Author’s Purpose and Point of View Skill Lessons in the unit. In addition, teachers can also provide extra practice with a wide range of texts by searching StudySync Library Skill Index for additional skill lessons that target this concept. Ideally, teachers will want to select skill lessons below the current grade level for additional practice to ensure the texts are accessible.
Read Aloud SelectionEdgar Allan Poe’s “The Tell-Tale Heart” is a riveting text told by an unnamed narrator who attempts to convince the reader of his sanity while describing a murder he committed. Long sentences throughout the text are broken by dashes and coupled with sentence fragments to indicate the narrator’s anxious, fragmented thinking and deteriorating emotional state. Listening to the story will help students recognize how tools such as inflection, volume, and tone of voice can help them better understand the narrator’s character and the events of the story. By reading Poe’s story aloud, students have an opportunity to practice using expression, verbal accuracy, intonation, phrasing, punctuation, and pacing to bring the text to life.
199
Page 10 Pacing Guide | Grade 8, Unit 1
DAY INSTRUCTIONAL PATHEXTENDED WRITING
PROJECTRESEARCH PROJECT FULL-TEXT STUDY FULL-TEXT STUDY CONNECTIONS
INSTRUCTIONAL PATH AND EXTENDED ORAL PROJECT
mheonline.com/studysync
41 FIRST READ “The Bells”
SKILL Poetic Elements
EXTENDED ORAL PROJECT Present
42 CLOSE READ “The Bells”
EXTENDED ORAL PROJECT Present
43 BLAST When Fear Becomes a Phobia
EXTENDED ORAL PROJECT Present
44 ASSESSMENT
StudySync Grade 8 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 8 Unit 1 Assessment
45 ASSESSMENT
StudySync Grade 8 Unit 1 Assessment
ASSESSMENT
StudySync ELD Grade 8 Unit 1 Assessment
Page 13 Pacing Guide | Grade 8, Unit 1mheonline.com/studysync
reviewing the answers to the Author’s Purpose and Point of View Skill Lessons in the unit. In addition, teachers can also provide extra practice with a wide range of texts by searching StudySync Library Skill Index for additional skill lessons that target this concept. Ideally, teachers will want to select skill lessons below the current grade level for additional practice to ensure the texts are accessible.
Read Aloud SelectionEdgar Allan Poe’s “The Tell-Tale Heart” is a riveting text told by an unnamed narrator who attempts to convince the reader of his sanity while describing a murder he committed. Long sentences throughout the text are broken by dashes and coupled with sentence fragments to indicate the narrator’s anxious, fragmented thinking and deteriorating emotional state. Listening to the story will help students recognize how tools such as inflection, volume, and tone of voice can help them better understand the narrator’s character and the events of the story. By reading Poe’s story aloud, students have an opportunity to practice using expression, verbal accuracy, intonation, phrasing, punctuation, and pacing to bring the text to life.
8.RV.3.1
8.RV.3.1
8.RN.2.1, 8.RV.2.5, 8.W.1, 8.W.3.1, 8.W.4, 8.SL.2.2, 8.SL.2.4, 8.SL.2.5
27
NOTES
28 RD18M16080
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